Abstract
Today’s world is facing many problems caused by the economic crisis leading thus to an education crisis. Witnessing major changes in the curricula, at different ways of assessment, at teaching and learning in transdiciplinary manner which took by surprise the students who, in turn, feel disarmed and unable to cope with these changes that take place in a very fast rate. Given that, if we want to provide an education of excellence, we have to know the student professional motivation, which determines them to obtain academic performance and to successfully cope with the challenges of knowledge-based society.
Motivation, in terms of academic performance, refers to indicators cognitive, emotional and behavioral involved in learning and education" (Tucker, Zayco, & Herman, 2002, p. 477). But it is verydifficult to discover what really motivates students to become performers. From this perspective, Tuckman (1999) presents a model of academic motivation that includes three motivational factors: 1. attitude or beliefof a person that he / she is able to achieve its goals: 2. desire to achieve goals, 3. strategies and techniques involved in achieving objectives.
Often, the motivation is conceived as a sequence of events, which consists of: attention, relevance, confidence and satisfaction-ARCS model (Keller, 2006, p. 12).
There was buit an Academic motivation Scale (Vallerand, 1995) to measure the intrinsic and the extrinsic motivation and the lack of students motivation.
In this context, we are interested in the form of motivation leads to success and, consequently, higher academic performance. In academic institutions, success involves, on the one hand, achieving the pre-established the goals and, on the other hand, adaptation to the demands of society that change continuosly. |
