Introduction

Motivation to learn attracted considerable research interest over the years due to its perceived influence on students’ performance. Viewed as either a trait-like or a social-cognitive construct, it has been defined as a ‘general’ trait by some researchers, whereas others place more emphasis on the context (Breen & Lindsay, 2002). Two of the most cited theories that focus on the influences of cognitive evaluation of the context are expectancy theory (Vroom, 1964) and the theory of self-efficacy (Bandura, 1977).

Objectives

The purpose of this study was (1) to examine the construct validity of trait and context specific measures of motivation to learn, and (2) to examine the predictive validity of these measures.

Method

Two samples of students in the final stages of their studies from a UK University took part in the study. One sample included 277 medical students; the other was composed of 132 engineering students. Before commencing the placement / module they completed a questionnaire designed to assess general traits (general motivation to learn and cognitive ability) and context specific motivation (valence, instrumentality, and specific self-efficacy). Upon returning from their placement they completed a second questionnaire asking about their learning experience (consultant and peer support).

Results

Confirmatory Factor Analysis and reliability tests were conducted demonstrating a good factor structure for both samples. However, regression analysis did not confirm predictive validity, showing that when controlling for other individual and contextual factors neither ‘general’ nor ‘context specific’ motivation predicted students’ performance on the exam.

Conclusions

The study provides support that general and context specific motivation to learn are separate factors. However, the motivation to learn measures used in this study did not predict medical or engineering students’ performance. For practitioners, it will be useful to understand whether and how motivational factors may indirectly impact students’ performance through their interaction with other factors.

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191-215.

Breen, R., & Lindsay, R. (2002). Different disiplines require different motivations for student success. Research in Higher Education, 43, 693-725.

Vroom, V. H. (1964). Work and motivation. New York: Wiley.