Motivation Essay

Relating back to Figure4.3, the motivational factors affecting 3rd years are just as surprising with the sever contrasts with 83% of 3rd year students stated they were motivated because of the pleasure they found with training. Compared to first years only 16% found motivation through the pleasure of training. This motivational drive can be related to Vallerand’s (2004) intrinsic theories (2.5.1.). This refers to engaging in an activity for the pleasure and satisfaction of participation. Further relating to the three types of intrinsic motivation;

 Motivation to know – training for the pleasure of learning

 Motivation toward accomplishment – training for the pleasure of improving

 Motivation to experience stimulation – engaging in activity out of sensory and

(Vallerand, 2004)

The results and literature show that 3rd year students approach to motivation focuses primarily on psychological needs, taking pleasure from training through independency and understanding.

The final chart (Fig.4.4), compares different university courses and the relations they have to motivational drives. The biggest stand out result was linked to social pressures of sports courses compared to other courses. On the sports course, 73% of students found social pressures as an acting motivator to train compared to 43% of students. This motivation can be linked to the Atkinson’s (1964) Modern Expectancy Theory (Fig.2.7.3.). This links motivation to expectancy related and task-value beliefs, the social cognitive varaiables of the students are influenced by other people’s attitudes and expectations for them. Relating to student motivation, if a student has an active sporting background and competes in university sport and studies on a sport related course, the ...

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...ss, the vast amount of finding has provided hard to deliver a definite answer. The findings stated that majority of students get motivated by goal setting, socialising and image. However also stated that motivation affects different students of different gender, ages and of different studying environments. For example, female students appeared to be motivated by intrinsic rewards contrasting males who were motivated by extrinsic rewards. Then looking into specific target areas of students, younger students were motivated by social factors as opposed to older students who found motivation from intrinsic pleasures. Course environments also delivered interesting answers, looking at sports courses students were motivated by pressures from course mates. All of these findings have been analysed and can therefore generate answers towards why and how students get motivated.