The Dependence of the Learning Efficiency on the Academic Motivation of Adults Studying in the Conditions of Extended Education-Reference-Cited by-同舟云学术

The Dependence of the Learning Efficiency on the Academic Motivation of Adults Studying in the Conditions of Extended Education

Published:2023-03-27 Issue:1 Volume:6 Page:35-42
ISSN:2658-7165
Container-title:Инновационная наука психология педагогика дефектология
language:
Short-container-title:jour

Author:

Zvezdina G. P.¹

Affiliation:

1. Don State Technical University

Abstract

Introduction. The relevance of studying the designated topic lies in the lack of knowledge of the connection between motivation and learning effectiveness. The problem of studying motivation is caused by the versatility and complexity of quantitative measurement.Purpose. The study aims to investigate the relationship between motivation to learn online and its effectiveness in additional education among adult learners.Materials and Methods. The sample group consisted of 60 online school students. The following methodological tools were used: the Academic Motivation Scales by Gordeeva, Sychev, and Osin; the Motivation for Professional Development Test by Zamfir and Rean; the Motives for Choosing a Profession by Grinshpun; The author’s Efficiency of Extended Education Questionnaire.Results. It is established that the dominant educational motives of adult students in the conditions of additional education are the motives of self-development, self-esteem, and achievement. Direct correlations between motivation indicators and learning effectiveness are revealed: Cognitive motivation has a strong direct relationship with study intensity (r = 0.853), with changes in knowledge level (r =0.898) and with the overall effectiveness of learning (r =0.838). Motivation for achievement was found to be associated with changes in behaviour (r = 0.825), a change in income level (0.756) and general progress (0.835).Discussion and Conclusion. The empirical data analysis indicates high values of participation and changes in the behaviour of adult learners, which indicates that the effectiveness of learning is expressed in subjective and objective factors. Based on the results obtained, recommendations are made to improve the effectiveness of adult education under conditions of additional education. In conclusion, it is emphasized that high interest in knowledge affects the effectiveness of adult learning, and motivation for self-development and achievement leads to behaviour change.

Publisher

FSFEI HE Don State Technical University

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