Enhancing Intrinsic Motivation in Higher Education Case Study: University Student in Labuhanbatu
DOI:
https://doi.org/10.51601/ijersc.v3i2.341Keywords:
Intrinsic Motivation; Behavioral Engagement; Emotional Engagement; Self EfficacyAbstract
Intrinsic motivation is known as the most influential motivation compared to
other types of motivation, because intrinsic motivation comes from within a
person without any external intervention, so that activities carried out with
intrinsic motivation will be carried out continuously with feelings of pleasure
and deep focus. when doing it. If it is associated with the context of the world
of education, it is very important for students to have intrinsic motivation
when learning. Based on previous research, it was found that students who
are intrinsically motivated have good academic achievements compared to
students who do not have intrinsic motivation. Seeing the importance of the
role of intrinsic motivation, this study wanted to examine variables that have
a connection with the world of education on the emergence of intrinsic
motivation. This study uses quantitative methods and uses an online
questionnaire in collecting data. The sample in this study were students who
were in Labuhanbatu district, North Sumatra. The selected sample criteria
were students who underwent online learning methods during the COVID-19
pandemic. Researchers set the sample criteria because the transition from
offline to online learning systems certainly disrupts student engagement with
offline learning systems, so it is necessary to restore student engagement in
post-covid-19 offline learning.
Downloads
References
Hartnett, M. (2016). Motivation in online education. Springer.
Chiu, T. K. F., & Mok, I. A. C. (2017). Learner expertise and mathematics different
order thinking skills in multimedia learning. Computers & Education, 107, 147–164.
Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning:
Effects of multimedia learning principles and an instructional approach. Interactive
Learning Environments, 24(6), 1355–1370.
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of
professional development programs.
Pietarinen, J.,Soini,T.,&Pyha¨ lto¨ , K.(2010). Learning andwell-beingintransitions–
Howtopromotepupils’activelearningagency?InD.Jindal-Snape(Ed.),Educational
transitions.Movingstoriesfromaroundtheworld (pp. 143–158).NewYork:Routledge.
Skinner, E.A.,&Belmont,M.J.(1993). Motivation intheclassroom : Reciprocal effects of
teacher behavior and student engagement across the school year. Journal of
EducationalPsychology,85, 571–581.
Wang, M.,Willet,J.B., & Eccles,J. (2011). The assessment of school engagement :
Examining dimensionality and measurement invariance by gender and race/ethnicity.
Journal of School Psychology,49, 465–480.
Singh, S., Roy, D., Sinha, K., Parveen, C., Sharma, G., & Joshi, G. (2020). Impact of
COVID-19 and lockdown on mental health of children and adolescents: A narrative
review with recommendations. Psychiatry Research, 293,113429
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behavior. Plenum Press. 91–105.
Ryan, R. M., & Deci, E. L. (2004). Overview of self-determination theory: An
organismic dialectical perspective. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of
self-determination research (pp. 3– 33). University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well-being. American Psychologist, 55(1),
–78.
Marsh, H. W. (2001). Distinguishing between good (useful) and bad workloads on
students’ evaluations of teaching. American Educational Research Journal, 38(1),
–212.
Bolkan, S., & Goodboy, A. K. (2010). Transformational leadership in the classroom:
The development and validation of the student intellectual stimulation scale.
Communication Reports, 23(2),
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). The handbook of research
on student engagement. Springer Science.
Kuh, G. D., J. L. Kinzie, J. A. Buckley, B. K. Bridges, and J. C. Hayek. 2006. What
Matters to Student Success: A Review of the Literature Volume 8. Washington, DC:
National Postsecondary Education Cooperative.
International Journal of Educational Research & Social Sciences ISSN: 2774-5406
Dessart, L., C. Veloutsou, and A. Morgan-Thomas. 2015. “Consumer Engagement in
Online Brand Communities: A Social Media Perspective.” Journal of Product & Brand
Management 24 (1): 28–42.
Schaufeli, W. B., M. Salanova, V. González-Romá, and A. B. Bakker. 2002. “The
Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor
Analytic Approach.” Journal of Happiness Studies 3 (1): 71–92.
Klem, A. M., and J. P. Connell. 2004. “Relationships Matter: Linking Teacher Support
to Student Engagement and Achievement.” Journal of School Health 74 (7): 262–273.
Hair, Joseph F, Back, C William Babin, B. J., & Anderson, R. E. 2014. on Multivariate
Data Analysis Joseph F. Hair Jr. William C. Black Seventh Edition. Essex: Pearson
Education Limited.
Sekaran, U & Bougie, R. 2016. Research Methods For Business (Seventh). Willy.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic
incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin,
(4), 980–1008.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and
Company.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 International Journal of Educational Research & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
