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Students’ motivation and learning approach : cultural diversity and personality differences
Abstract
This dissertation presents two empirical studies that investigate variations in motivation, approaches to learning and academic achievement and their relations between various subgroups of students. Adopting a self-determinant perspective, the first study focussed on contextual differences whilst the second study focussed on personality differences. The sample in both studies were 401 diploma students studying at a private educational institute in Singapore.
Study 1 examined motivational and learning differences between local and international students. Results of independent t-tests showed that there was a significantly higher level of intrinsic motivation, identified regulation, external regulation, deep learning, surface learning and academic achievement in international students. Multi-group path analysis also showed similarities and differences in the relations among perceived psychological need support, motivation, learning strategies and achievement between local and international students.
Study 2 examined motivational and learning differences between personality types. Results of a cluster analysis indicated that students can be grouped into three personality types, namely undercontrolled, average and resilient. A one-way ANOVA showed that undercontrolled students had significantly lower level of perceived psychological needs support, identified regulation and deep learning but a higher level of amotivation than average and resilient students. Multi-group path analysis also showed similarities and differences in the relations among perceived psychological need support, motivation, learning strategies and achievement across the three personality types.
The findings from both studies demonstrates the importance of being aware of cultural and individual differences between various subgroups of students so that the appropriate motivational and learning strategies can be applied.
Study 1 examined motivational and learning differences between local and international students. Results of independent t-tests showed that there was a significantly higher level of intrinsic motivation, identified regulation, external regulation, deep learning, surface learning and academic achievement in international students. Multi-group path analysis also showed similarities and differences in the relations among perceived psychological need support, motivation, learning strategies and achievement between local and international students.
Study 2 examined motivational and learning differences between personality types. Results of a cluster analysis indicated that students can be grouped into three personality types, namely undercontrolled, average and resilient. A one-way ANOVA showed that undercontrolled students had significantly lower level of perceived psychological needs support, identified regulation and deep learning but a higher level of amotivation than average and resilient students. Multi-group path analysis also showed similarities and differences in the relations among perceived psychological need support, motivation, learning strategies and achievement across the three personality types.
The findings from both studies demonstrates the importance of being aware of cultural and individual differences between various subgroups of students so that the appropriate motivational and learning strategies can be applied.
Date Issued
2016
Call Number
LB1065 Chu
Date Submitted
2016