Motivation is key: exploring the role of motivation on learning approaches

Abstract

This study explored the relationship between motivation and learning approaches among university students. A total of 182 students participated in an online survey, which included the Revised Study Process Questionnaire (R-SPQ-2F), the Academic Motivation Scale (AMS), and the Assessment Preference Inventory (API). Multiple regression analysis revealed that intrinsic motivation factors (motivation to know, accomplish, and experience stimulation) were significant predictors of a deep approach to learning. Identified regulation also positively influenced this approach, while extrinsic motivation had no significant effect on deep learning strategies. High extrinsically motivated individuals were more likely to use a surface learning approach. Pearson’s r correlations showed that deep learners preferred assessments involving critical thinking, while surface learners favored assessments requiring recall. Limitations included a gender imbalance and potential social desirability bias. Future research should explore the influence of ethnicity and environmental factors on motivation and learning approaches.