Evaluation of the intrinsic and extrinsic motivational factors of students enrolling for university education using the academic motivation scale (AMS-C 28)

Abstract

Understanding the motivation of first-year university students is crucial as it plays a pivotal role in shaping their academic engagement, performance, and overall educational practice, which are key areas of focus in educational psychology. Educational psychology examines how psychological factors, such as motivation, influence learning processes and outcomes, and highlights the importance of fostering a positive motivational climate to enhance students' academic success and personal development throughout their university journey. The objective of this research is to explore the academic motivation profiles of first-year students at GWUIM by assessing their intrinsic motivation, extrinsic motivation, and amotivation and to evaluate their overall levels of self-determination at the beginning of their university journey. The sample was selected from one class (N=70) and reported motivation within one week at the beginning of the semester. As inclusion criteria, only the participants in their transitional stage, who haven’t fully experienced university life yet were included since their motivation profiles offer valuable insights into their initial attitudes and expectations. The Academic Motivation Scale (AMS-C 28) was used which is a psychometric tool designed to measure different types of academic motivation, including intrinsic motivation, extrinsic motivation, and amotivation among students. It consists of 28 items that assess the extent to which students are driven by internal desires, external rewards, or a lack of motivation, providing a comprehensive understanding of their motivational profiles in an educational context. The results indicated that the majority of students exhibited moderate self-determination, with a significant portion displaying high levels of intrinsic motivation. Only a small percentage of students showed signs of controlled motivation or amotivation. These findings suggest that the students enter university with a generally positive and self-determined mindset, which can be nurtured further to enhance their academic experiences. The study highlights the importance of supporting students' motivation through targeted interventions to promote sustainable academic engagement and success.