Self-regulatory dimensions of academic motivation among university students attending the program pedagogy of primary and pre-school education
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similare conform CZU
373.3 (411)
Genuri de școli de cultură generală. Învățământ de cultură generală (1051)
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ROBU, Viorel; TUFEANU, Magda. Self-regulatory dimensions of academic motivation among university students attending the program pedagogy of primary and pre-school education. In: The contemporary issues of the socio-humanistic sciences. XI, 3-4 decembrie 2020, Chişinău. Chişinău: Tipografia "Print Caro", 2020, p. 26. ISBN 978-9975-3471-0-5.
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The contemporary issues of the socio-humanistic sciences
XI, 2020
Conferința "The Contemporary Issues of the Socio-Humanistic Sciences : International Scientific Conference, 11th Edition:"
Chişinău, Moldova, 3-4 decembrie 2020

Self-regulatory dimensions of academic motivation among university students attending the program pedagogy of primary and pre-school education


CZU: 373.3
Pag. 26-26

Robu Viorel1, Tufeanu Magda2
 
1 "Vasile Alecsandri" University of Bacau,
2 Gheorghe Asachi Technical University of Iasi
 
Disponibil în IBN: 2 februarie 2021


Rezumat

Self-regulation of learning and motivation is one of the most important requirements in the academic domain. This factor contributes to the effectiveness of the learning process and to the increase of academic performance. The purpose of this quantitative study was to investigate the types of self-regulation of academic motivation among university students attending the program Pedagogy of Primary and Pre-school Education. The participants were 80 university students (all female) who were enrolled in the program Pedagogy of Primary and Pre-school Education. The standardized questionnaire included 21 items that operationalized four self-regulatory dimensions of academic motivation, i.e. intrinsic regulation, identified regulation, external regulation and amotivation. The participants’age revealed significant effects on the scores in intrinsic regulation and amotivation. Implications of these findings for the development of teaching career are analysed.

Cuvinte-cheie
academic motivation, self-regulation, University students, Pedagogy of Primary and Pre-school Education, quantitative study