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Integrative Journal of Conference Proceedings
Exploring Gender Differences in Academic Motivation among Adolescents
Chaudhry MK* and Shabbir F2
1HSE Moscow, Russia
2International Islamic University, Pakistan
*Corresponding author: Muhammad Kamran Chaudhry, HSE Moscow, Russia
Submission: October 12, 2019;Published: November 22, 2019
Volume2 Issue1November, 2019
Abstract
The purpose of present study was to find the relationship between dimensions of Academic Motivation including Intrinsic Motivation, Extrinsic Motivation and A-motivation among adolescents as well as investigated the gender differences present among adolescents related to Academic Motivation. Convenient sampling was used for the selection of the research sample. The sample of this study consisted of (N=160) college students. The age of participants ranged from 16-20 years. Informed consent was taken from the participants before filling the questionnaires. The research protocols were administered to the participants along with verbal instructions. They included demographic sheet and Academic Motivation Scale (college version). The data from this method was tabulated to conclude the results of the research using SPSS software. Reliability analysis, Correlation, t test and manova were used to test hypotheses of the study. Data was statistically analyzed by statistical package for social sciences (SPSS23 V). The results show that Intrinsic Motivation and Extrinsic Motivation are positively correlated with each other whereas A-motivation is negatively correlated with Intrinsic Motivation as well as with Extrinsic Motivation. Results further indicated that male adolescents have significantly low rates of Intrinsic Motivation as compared to female adolescents. Similarly, male adolescents are lower in Extrinsic Motivation as compared to female adolescents. Whereas male adolescents rate higher in A-motivation as compared to female adolescents. The results concluded that interaction among gender and education of the sample was significant on intrinsic motivation and extrinsic motivation. When Gender and level of education are interacted, they significantly influence the rates of intrinsic motivation and extrinsic motivation.
Keywords: Gender differences; Academic motivation; Adolescents
Introduction
Academic motivation is the corner stone for success in college students. Student’s success is highly dependent on level of motivation they hold. College time endows with the foundation to enter the professional education. Some college students are more motivated to learn than others, hence need arises to explore the reasons. Academic motivation is a student’s desire regarding academic subjects when the student’s competence is judged against a standard of performance or excellence. Psychologists noted that motivation should be taken into account in education because of its effective relationship with new learning, abilities, strategies and behaviors and they have presented motivation for academic achievement as one of the preliminary constructs for defining such type of motivation [1].
Self-Determination Theory
Self-determination theory is an approach that focuses on self-determined or autonomous and controlled behaviors. Self-determination theory suggests that a person who is unmotivated feels no ambition and excitement towards accomplishing a task. According to the self-determination continuum, self-determination has diverse theories such as intrinsic motivation, extrinsic motivation and a-motivation [2].
Intrinsic motivation
Intrinsic motivation is the self-desire to attempt or do new things and new challenges. In this a person does a certain task because they enjoy doing it or have an interest in doing it, they don’t rely on external pressure or a desire for reward [3]. For example: A person becomes a musician because he or she wants to learn how to play different instruments. That person has the intrinsic motivation to learn how to play an instrument.
Extrinsic motivation
According to [3] extrinsic motivation refers to the performance of an activity in order to achieve a desired outcome and it is the opposite of intrinsic motivation. It is behavior that is done to get a reward such as money, grades, and praise. This type of motivation arises from outside the individual rather than the inside. For example: A child does a certain chore to gain reward from his/her parents.
Amotivation
A state of lacking any motivation to engage in an activity because an individual lacks the ability to do a task or does not value the activity or task itself. The individual will display neither intrinsic nor extrinsic behavior [3]. For example, an Amotivated athlete will not know why they participate in their sports. In addition, they won’t find any benefits from participation in the sports or physical activity.
Method
Problem statement
The present study aimed to find gender differences in Academic Motivation among adolescents as well as to explore interaction effects of gender and education with academic motivation among adolescents.
Objectives
1. To find out the relationship between Intrinsic Motivation,
Extrinsic Motivation and A-motivation among adolescents.
2. To investigate differences in Academic Motivation across
gender among adolescents.
3. To explore interaction effect of gender and education with
Academic Motivation among adolescents.
Hypotheses
Following hypotheses are formulated to achieve the objectives
of the study;
1. There will be significant relationship between Intrinsic
Motivation, Extrinsic Motivation and A-motivation among adolescents.
2. Male and female adolescents will be different in levels of
Academic Motivation.
3. There will be significant interaction among gender and
education with Academic Motivation.
Sample
The sample of this study consisted of (N=160) college students. Participants in this study included 80 females and 80 males, who were selected from different colleges. The age of participants ranged from 16-20 years. Convenient sampling was used for the selection of the research sample.
Procedure
Data was collected from different colleges of Rawalpindi. First of all, Permission was taken from principle in colleges, and then the questionnaires were filled by participants after taking consent from students. Participants were briefed about the nature of study and they were also assured that the information provided by them would be kept confidential and will be used only for the research purpose. Informed consent was taken from the participants before filling the questionnaires. The research protocols were administered to the participants along with verbal instructions. They included demographic sheet and Academic Motivation Scale (college version).
Demographic sheet
Demographic sheet was formulated to access the name of the participant, age, gender, current class and family system.
Instrument
Academic motivations scale college version (AMS): Academic Motivations Scale [4] was used to access participant’s academic motivation. Academic Motivations Scale is deeply rooted in self-determination theory, the AMS consists of 28 items measured on a 7-point Likert scale (ranging from 1=does not correspond at all to 7=corresponds exactly). The AMS measures the participants’ perceptions of academic motivation based on three subscales of Intrinsic Motivation (12 items), Extrinsic Motivation (12 items), and A-motivation (4 items). The scale was highly reliable (α=.92) and for its subscales it ranged from α=.92 to α=.71
Operational definition
Academic motivation: “Student’s desire regarding academic subjects when the student’s competence is judged against a standard of performance or excellence [1]. The index of academic motivation will be scores obtained from intrinsic motivation, extrinsic motivation and a-motivation [4].
Results
Present study examined the relationship between dimensions of Academic Motivation including Intrinsic Motivation, Extrinsic Motivation and A-motivation among adolescents as well as investigated the gender differences present among adolescents related to Academic Motivation. To measure academic motivation among adolescents, Academic Motivation Scale (AMS-college version) was used. Reliability analysis, Correlation, t test and manova were used to test hypotheses of the study. Data was statistically analyzed by statistical package for social sciences (SPSS23 V). Table 1 demonstrates demographic variables of the sample including age, family system and education. It also indicates that, the maximum age of students is 17 and the minimum age is 21. The highest percentage of females falls under the age of 17 whereas the highest percentage of males falls under the age of 16. As for the family system, about 40% of the adolescents belong to joint family system and about 60% of the adolescents belong to nuclear family system. In the domain of education, first year and second year students have equal proportion.
Table 1: Distribution of demographic variables (N=160).
First year students have more number of males as compared to females where as in second year there is a larger population of female students. Table 2 indicates the Cronbach’s alpha reliability of Academic Motivation scale and it’s all subscales. It shows that Academic Motivation Scale has high reliability (α=0.82). All subscales including Intrinsic Motivation (α=0.82), Extrinsic Motivation (α=0.82) and Amotivation (α=0.82) are also highly reliable and the data gathered by these instruments is reliable for data analysis. Table 3 indicates correlation coefficients for subscales of academic motivation scale. The results show that Intrinsic Motivation and Extrinsic Motivation are positively correlated (α=.59**, p<.001) with each other whereas A-motivation is negatively correlated with Intrinsic Motivation (α= -.32**, p<.001) as well as with Extrinsic Motivation (α= -.48**, p<.001). Table 4 showed the results of t-test for comparing mean differences on the basis of gender on Intrinsic Motivation (IM), Extrinsic Motivation (EM), and A-motivation (AM). Thus, indicating that male adolescents (M=55.7, SD=10) have significantly low rates of Intrinsic Motivation as compared to female adolescents (M=60.7, SD=12.1).
Table 2: Psychometric properties of Academic Motivation Scale (N=160).
Similarly, male adolescents (M=56.3, SD=10.6) are lower in Extrinsic Motivation as compared to female adolescents (M=63.9, SD=12.7). Whereas in A-motivation, male adolescents (M=15.4, SD=4.5) rate higher as compared to female adolescents (M=10.4, SD=5.1). MANOVA for gender and education on academic motivation- Intrinsic Motivation, Extrinsic Motivation and Amotivation was done. The results in Table 5 concluded that interaction among gender and education of the sample was significant on intrinsic motivation and extrinsic motivation. Gender and level of education when combined, significantly influence the rates of intrinsic motivation (MS=149.74, p<.05) and extrinsic motivation (MS=56.78, p<.05). Figure 1 shows the interaction effect of gender and education on intrinsic motivation. Intrinsic motivation is strongly influenced by gender and education. Males of first year have more intrinsic motivation than females of first year. Whereas, males of second year scored lower in intrinsic motivation than females of same year. Figure 2 showed the interaction effect of gender and education on extrinsic motivation. Gender and level of education strongly influence extrinsic motivation. Males of first year have lower extrinsic motivation as compared to females of first year. Whereas, males of second year are higher in extrinsic motivation than females of second year.
Table 3: Correlation matrix for subscales of Academic Motivation (N=160), p=<0.01.
Table 4: Mean, Standard Deviation and t-values of Academic Motivation between Males (n=80) and Females (n=80).
Table 5: Manova for gender and education on Intrinsic motivation, Extrinsic motivation and A-motivation (N= 160).
Figure 1:Graph showing Interaction among gender and education and their impact on intrinsic motivation.
Figure 2:Graph showing Interaction among gender and education and their impact on extrinsic motivation.
Discussion
Present study examined the relationship between dimensions of Academic Motivation including Intrinsic Motivation, Extrinsic Motivation and A-motivation among adolescents as well as investigated the gender differences present among adolescents related to Academic Motivation. Academic motivation is the corner stone for success in college students. Student’s triumph is highly dependent on level of motivation they hold. College time endows with the foundation to enter the professional education. Some college students are more motivated to learn than others, hence need arises to explore the reasons. Academic motivation is a student’s desire regarding academic subjects when the student’s competence is judged against a standard of performance or excellence. Psychologists noted that motivation should be taken into account in education because of its effective relationship with new learning, abilities, strategies and behaviors and they have presented motivation for academic achievement as one of the preliminary constructs for defining such type of motivation [1].
Table 1 demonstrates demographic variables of the sample including
age, family system and education. It also indicates that, the
maximum age of students is 17 and the minimum age is 21. The
highest percentage of females falls under the age of 17 whereas the
highest percentage of males falls under the age of 16. As for the
family system, about 40% of the adolescents belong to joint family
system and about 60% of the adolescents belong to nuclear family
system. In the domain of education, first year and second year students
have equal proportion. First year students have more number
of males as compared to females where as in second year there is a
larger population of female students.
Table 2 indicates the Cronbach’s alpha reliability of Academic
Motivation scale and it’s all subscales. It shows that Academic Motivation
Scale has high reliability (α=0.82). All subscales including
Intrinsic Motivation (α=0.82), Extrinsic Motivation (α=0.82) and
Amotivation (α=0.82) are also highly reliable and the data gathered
by these instruments is reliable for data analysis. The first
hypothesis proposed that there will be significant relationship
between Intrinsic Motivation, Extrinsic Motivation and A-motivation
among adolescents. Table 3 indicates correlation coefficients
for subscales of academic motivation scale. The results show that
Intrinsic Motivation and Extrinsic Motivation are positively correlated
(α=.59**, p<.001) with each other whereas A-motivation is
negatively correlated with Intrinsic Motivation (α= -.32**, p<.001)
as well as with Extrinsic Motivation (α= -.48**, p<.001). These findings
are in line with previous research finding which indicated that
a significant positive relationship exists between intrinsic motivation
and extrinsic motivation [5]. The aim of the study [5] was to
explore relationship between intrinsic and extrinsic motivation on
academic performance. A sample of 200 students (100 males and
100 females) was selected from different colleges of Karachi. The
age of the participants ranged from 18-21 years (with mean age of
18.56 years). Their educational level was at least intermediate and
socioeconomic status was middle and high class. Results suggested
that intrinsic and extrinsic motivation and academic performance
were positively correlated (r=.563; n=200; sig=.000). Second hypothesis
profess that male and female adolescents will be different
in levels of Academic Motivation. Table 4 showed the results
of t-test for comparing mean differences on the basis of gender on
Intrinsic Motivation (IM), Extrinsic Motivation (EM), and A-motivation
(AM). Thus, indicating that male adolescents (M=55.7, SD=10)
have significantly low rates of Intrinsic Motivation as compared to
female adolescents (M=60.7, SD=12.1). Similarly, male adolescents
(M=56.3, SD=10.6) are lower in Extrinsic Motivation as compared
to female adolescents (M= 63.9, SD=12.7). Whereas in A-motivation,
male adolescents (M=15.4, SD=4.5) rate higher as compared
to female adolescents (M=10.4, SD=5.1).
In a previous research done in Karachi Pakistan, gender difference
was found (t=4.324, p<.05) on motivation and academic performance.
To conclude, findings of the results illustrates that there
is gender difference in motivation type and academic performance
[5]. Female college students were more motivated as compared to
males; the same hypothesis was proved in a previous research [6].
The results of our study are consistent with the previous research
that says that female respondents are more motivated in studies
[7]. According to our study males are more amotivated as compared
to females towards their study, which is consistent with many previous
research findings [8,9]. Prior research has also shown consistent
results regarding the differences of lack of motivation as stated
in the study which investigated gender differences in adolescents’
academic motivation and classroom behavior and gender differences
in the extent to which motivation was associated with, and predicted,
classroom behavior.
Seven hundred and fifty students (384 boys and 366 girls) aged
between eleven and sixteen completed a questionnaire examining
academic motivation and teachers completed assessments of their
classroom behavior. The results stated that girls generally reported
higher levels of academic motivation, whilst boys were poorer in
academic motivation, having high rates of lack of motivation [10].
Third hypothesis suggested that there will be significant interaction
among gender and education with Academic Motivation. MANOVA
for gender and education on academic motivation- Intrinsic Motivation,
Extrinsic Motivation and Amotivation was done. The results
concluded that interaction among gender and education of the
sample was significant on intrinsic motivation and extrinsic motivation.
Gender and level of education when combined, significantly
influence the rates of intrinsic motivation (MS=149.74, p<.05) and
extrinsic motivation (MS=56.78, p<.05). Figure 1 shows the interaction
effect of gender and education on intrinsic motivation. Intrinsic
motivation is strongly influenced by gender and education.
Males of first year have more intrinsic motivation than females of
first year. Whereas, males of second year scored lower in intrinsic
motivation than females of same year.
Figure 2 showed the interaction effect of gender and education
on extrinsic motivation. Gender and level of education strongly influence
extrinsic motivation. Males of first year have lower extrinsic
motivation as compared to females of first year. Whereas, males
of second year are higher in extrinsic motivation than females of
second year. Findings of the present study concluded that an interaction
among gender and education with intrinsic motivation as
well as with extrinsic motivation is present, that is consistent with
previous research stating that a person’s gender and his or her level
of education strongly influence the rates of intrinsic motivation as
well as extrinsic motivation [11].
Conclusion
Present study examined the relationship between dimensions of Academic Motivation including Intrinsic Motivation, Extrinsic Motivation and A-motivation among adolescents as well as investigated the gender differences present among adolescents related to Academic Motivation. The results show that Intrinsic Motivation and Extrinsic Motivation are positively correlated with each other whereas A-motivation is negatively correlated with Intrinsic Motivation as well as with Extrinsic Motivation. Results further indicated that male adolescents have significantly low rates of Intrinsic Motivation as compared to female adolescents. Similarly, male adolescents are lower in Extrinsic Motivation as compared to female adolescents. Whereas male adolescents rate higher in A-motivation as compared to female adolescents. The results concluded that interaction among gender and education of the sample was signifi cant on intrinsic motivation and extrinsic motivation. When Gender and level of education are interacted, they significantly influence the rates of intrinsic motivation and extrinsic motivation.
Implications, limitations and suggestions
1. While present research relied more on quantitative and
survey research, qualitative research may also be utilized to seek
in-depth information on the topic through engaging faculty members
and students in group discussions through focus group discussions
and interviews.
2. Further this study can be conducted using large population
as the sample of this study was small.
3. This study has offered some insights, guidelines and caveats
for future research.
4. This study is an effective contribution to the understanding
of the adaptation and integration of students as well as to study
their wellbeing.
5. The sample taken in the study was taken only from private
schools. For future studies, corporate evaluations among students
of private higher education and public higher education can be conducted
with a good sample size
Next studies should explore the reason behind the differences
in extrinsic and intrinsic motivation among male and female as well
as among first year students and second year students.
References
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- Narayanan R, Rajasekaran NN, Iyyappan S (2007) Do female students have higher motivation than male students in learning of English at the tertiary level? pp. 1-15.
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© 2019 Muhammad Kamran Chaudhry. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and build upon your work non-commercially.
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