Canadian Journal for New Scholars in Education (Mar 2012)
Exploring Academic Motivation of Canadian Master of Education Learners
Abstract
Motivation, an important characteristic of the learner, is related to several key educational outcomes, such as persistence; performance; learning quality; and psychological well-being. Self-determination theory posits that human behaviors are either intrinsically motivated, extrinsically motivated, or amotivated. Using a self-reported questionnaire within the framework of self-determination theory, this study examined the motivational styles of Canadian Master’s of Education learners. Results indicated that this group of learners reported using more self-determined motivational styles. The age of the participants was a factor in that the participants who were more advanced in age reported less frequently that they perceived a locus of control for their academic learning from external sources. Part-time and full-time learners showed significant differences in terms of amotivation and identified regulation, indicating that part-time learners were more motivated than full-time students. By clarifying motivational styles used by graduate students, the study provides educational implications for graduate programs and adult education.
