Studentų akademinės motyvacijos pokyčiai ir jų sąsajos su akademiniais pasiekimais, pasitenkinimu studijomis bei psichologine gerove

LTStraipsnyje pristatomi studentų akademinės motyvacijos, pasitenkinimo studijomis ir psichologinės gerovės pokyčiai vienerių metų laikotarpiu. Per metus akademinė motyvacija pablogėjo, o jos pokyčiai pasižymėjo labai dideliais individualiais skirtumais. Akademinės motyvacijos, pasitenkinimo studijomis ir psichologinės gerovės pokyčiai yra tarpusavyje susiję. Motyvacijos pokyčiai leidžia prognozuoti pasitenkinimą studijomis ir psichologinę gerovę, tačiau nėra susiję su akademiniais pasiekimais. [Iš leidinio]Reikšminiai žodžiai: Akademinė motyvacija; Psichologinė gerovė; Pasitenkinimas studijomis; Akademiniai pasiekimai; Academic motivation; Psychological well-being; Students’ satisfaction with studies; Academic achievement.

ENOne of the most important psychological factors related to the success of studies is the students’ academic motivation. This study examined one-year changes in academic motivation, students’ satisfaction, and psychological well-being. Three hypotheses formulated: (1) Students’ motivation will decrease over the year, but it will be possible to distinguish the groups of students that will have different changes of motivation. (2) The decrease in intrinsic motivation will be associated with lower academic achievement and lower satisfaction with studies. (3) The decrease in intrinsic motivation will be associated with lower psychological well-being. The first measurement performed during the spring semester, the second performed 12 ± 1 months later. 232 fully completed two-measurement questionnaires were selected for the analysis. The sample included 52 men and 180 women. The Student Academic Motivation Scale (SAMS-21) was used to assess academic motivation, and the Lithuanian Psychological Well-being Scale for Young People (LPGS-J) was used to measure psychological well-being. It was found that during one-year academic motivation decreased and it showed very large individual differences. Changes in academic motivation, students’ satisfaction, and psychological well-being are interrelated, and changes in motivation allow one to predict study satisfaction and psychological well-being. The assumption that changes in motivation would predict students’ academic achievement not confirmed. [From the publication]

• Dynamics of learning motivation/de-motivation in the context of teachers’ competencies in learning motivation / Birutė Anužienė, Rūta Marija Andriekienė, Marina Voropajeva. Society. Integration. Education 2020, vol. 1, p. 26-44.
• Lietuvos gyventojų psichologinė gerovė ir jos veiksniai / Albinas Bagdonas, Antanas Kairys, Audronė Liniauskaitė, Vilmantė Pakalniškienė. Vilnius : Vilniaus universiteto leidykla, 2013. 327 p.