STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS

• Autor(a) principal: Carmo, Carlos Roberto Souza
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ConTexto
• Texto Completo: https://seer.ufrgs.br/index.php/ConTexto/article/view/33841
• topic: Theory of self-determination; Student motivation; Distance education; Teoria da autodeterminação; Motivação discente; Educação a distância

This study aims to identify general similarities and differences in the types of academic motivation among students of Bachelor of Science in Accounting in classroom mode and the mode of distance education, both belonging to a private institution of higher education. In the Theory of Self-Determination, the application of the Academic Motivation Scale and the use of factor analysis allowed to identify and validate six main factors that resulted own three motivational types of each of these two modes analyzed in this research. Regarding grouped around the three factors considered valid for students in classroom mode, therefore, intrinsic motivation, extrinsic motivation by external control and demotivation, items was possible to corroborate the results coming from scientific studies from other researchers of student motivation in accounting courses. The predominance of a different motivational typology that found in previous studies related to the analysis of already grouped items in the three valid factors for students in distance mode, in other words, internalized extrinsic motivation, extrinsic motivation by external control and demotivation, it was realized classroom mode. And, as the main contribution, this scientific work have revealed that students from distance mode showed no significant levels of self-determination, the prevailing type of extrinsic motivational character with introjected regulation, whose main characteristic is the mid student performance and oriented autonomy to obtaining social recognition from the administration of contingent factors related to their learning.