STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTSMOTIVAÇÃO DISCENTE NO CURSO DE BACHARELADO EM CIÊNCIAS CONTÁBEIS: UM ESTUDO COMPARATIVO ENTRE ALUNOS DA MODALIDADE PRESENCIAL E ALUNOS DA MODALIDADE A DISTÂNCIATheory of self-determinationStudent motivationDistance educationTeoria da autodeterminaçãoMotivação discenteEducação a distânciaThis 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.Este estudo tem por objetivo geral identificar semelhanças e diferenças nos tipos de motivação acadêmica entre estudantes do curso de Bacharelado em Ciências Contábeis na modalidade presencial e na modalidade de educação a distância, ambos pertencentes a uma instituição de ensino superior privada. À luz da teoria da autodeterminação, a aplicação da escala de motivação acadêmica e o uso da análise fatorial permitiram identificar e validar seis fatores principais que traduziram três tipos motivacionais próprios de cada uma das duas modalidades analisadas nesta pesquisa. Com relação aos itens agrupados em torno dos três fatores considerados válidos para os alunos da modalidade presencial, portanto, motivação intrínseca, motivação extrínseca por controle externo e desmotivação, foi possível corroborar os resultados oriundos de estudos científicos de outros pesquisadores sobre motivação discente nos cursos de Ciências Contábeis. Já na análise dos itens agrupados nos três fatores válidos para os alunos da modalidade a distância, ou seja, motivação extrínseca introjetada, motivação extrínseca por controle externo e desmotivação, percebeu-se a predominância de uma tipologia motivacional diferente daquela encontrada em estudos anteriores relacionados à modalidade presencial. Como principal contribuição, este trabalho científico permitiu constatar que os estudantes da modalidade a distância não apresentaram níveis significativos de autodeterminação, prevalecendo a tipologia motivacional de caráter extrínseco com regulação introjetada, cuja principal característica é a atuação estudantil de autonomia mediana e voltada para a obtenção de reconhecimento social, a partir da administração de fatores contingentes relacionados ao seu aprendizado.UFRGS2014-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por Paresapplication/pdfhttps://seer.ufrgs.br/index.php/ConTexto/article/view/33841ConTexto - Contabilidade em Texto; v. 14 n. 26 (2014): jan./abr. 20142175-87511676-6016reponame:ConTextoinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/ConTexto/article/view/33841/pdf_13Carmo, Carlos Roberto Souzainfo:eu-repo/semantics/openAccess2014-05-02T20:47:48Zoai:seer.ufrgs.br:article/33841Revistahttps://www.seer.ufrgs.br/index.php/ConTexto/indexPUBhttpw://www.seer.ufrgs.br/index.php/ConTexto/oaifernanda.momo@ufrgs.br||contexto@ufrgs.br2175-87511676-6016opendoar:2014-05-02T20:47:48ConTexto - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS MOTIVAÇÃO DISCENTE NO CURSO DE BACHARELADO EM CIÊNCIAS CONTÁBEIS: UM ESTUDO COMPARATIVO ENTRE ALUNOS DA MODALIDADE PRESENCIAL E ALUNOS DA MODALIDADE A DISTÂNCIA |
title |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS |
spellingShingle |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS Carmo, Carlos Roberto Souza Theory of self-determination Student motivation Distance education Teoria da autodeterminação Motivação discente Educação a distância |
title_short |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS |
title_full |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS |
title_fullStr |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS |
title_full_unstemmed |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS |
title_sort |
STUDENT MOTIVATION IN ACCOUNTING COURSES: A COMPARATIVE STUDY BETWEEN PRESENCIAL EDUCATION STUDENTS AND DISTANCE EDUCATION STUDENTS |
author |
Carmo, Carlos Roberto Souza |
author_facet |
Carmo, Carlos Roberto Souza |
author_role |
author |
dc.contributor.author.fl_str_mv |
Carmo, Carlos Roberto Souza |
dc.subject.por.fl_str_mv |
Theory of self-determination Student motivation Distance education Teoria da autodeterminação Motivação discente Educação a distância |
topic |
Theory of self-determination Student motivation Distance education Teoria da autodeterminação Motivação discente Educação a distância |
description |
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. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-04-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado por Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/ConTexto/article/view/33841 |
url |
https://seer.ufrgs.br/index.php/ConTexto/article/view/33841 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/ConTexto/article/view/33841/pdf_13 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFRGS |
publisher.none.fl_str_mv |
UFRGS |
dc.source.none.fl_str_mv |
ConTexto - Contabilidade em Texto; v. 14 n. 26 (2014): jan./abr. 2014 2175-8751 1676-6016 reponame:ConTexto instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
ConTexto |
collection |
ConTexto |
repository.name.fl_str_mv |
ConTexto - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
fernanda.momo@ufrgs.br||contexto@ufrgs.br |
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