FOSTERING ACADEMIC MOTIVATION FROM A STUDENT-CENTRED PERSPECTIVE

<doi>10.24250/JPE/2/2022/LCT

Abstract

The fostering of the academic motivation of pupils/students by the teachers should represent one of the fundamental and permanent objectives of the instructive-educational activity, all the more so since motivation is assigned the second place in the hierarchy of importance of academic success factors, right after academic intelligence ( D. Ausubel, F. Robinson, 1981). The quality of the results of the learning activity and the student's academic adaptation are also conditioned by the degree and type of motivation that supports the learning activity. From the set of variables that determine the students' academic motivation, the school can influence or control, through the instructive-educational activity, only the factors that pertain to its own domain: the interactions between pupils/students and teachers; the interactions between pupils/students and other pupils/students; selecting, processing, and adapting the content of the educational process, the didactic methods, the assessment methods of academic performance. Considering the importance of strategies to stimulate the motivation for learning in the context of academic performance, we set out to investigate the perception of a group of students from faculties with a technical profile regarding educational practices that favour the development of academic motivation. The research method used is the questionnaire-based survey. To identify the students' perceptions of strategies that contribute to stimulating their academic motivation, we used closed-ended items in a questionnaire.