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首页> 外文期刊>International Journal of Doctoral Studies >Internal Motivation among Doctoral Students: Contributions from the Student and from the Student’s Environment
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Internal Motivation among Doctoral Students: Contributions from the Student and from the Student’s Environment

机译：博士生的内部动机：来自学生和来自学生环境的贡献

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Aim/Purpose: The present quantitative, cross-sectional study aimed to investigate objective and subjective factors in the self-determination of doctoral students in their educational activities. Objective determinants included major discipline and forms of academic and scholarly activity (that is, attending classes and writing papers), and subjective determinants included personal characteristics of the doctoral students, including dispositional autonomy and perceptions of environmental supports for students’ basic psychological needs. Background: The quality of students’ motivation for learning has been linked with many different outcomes. Specifically, students who are more internally motivated (that is, who engage in learning activities for reasons that are personally important and freely chosen) demonstrate better performance outcomes and are more likely to choose and to persist in challenging tasks, to enjoy learning, to exhibit greater creativity, and in general to experience greater psychological well-being. Important questions remain, however, regarding the sources that affect student motivation, in particular at the level of graduate school. The present study expands on existing research by exploring contributions to students’ motivation both from the students, themselves, and from supports stemming from two interpersonal contexts: close relationships and the university environment. Methodology: Participating in the study were 112 doctoral students from various natural sciences departments of a major university in the Volga region of Russia. Self-report measures included dispositional autonomy, motivation for various types of academic and scholarly activity, and satisfaction of basic needs for autonomy, competence, and relatedness in various interpersonal contexts. Analyses included descriptive statistics, comparison of mean differences, correlation, and structural equation modeling. Contribution: The present study goes beyond existing research by considering both dispositional and situational factors that influence the motivation of doctoral students for their scholarly and academic activities, and by comparing the impact on motivation of close personal relationships with that of various interpersonal contexts in the university setting. Findings: Doctoral students reported greater supports for their basic needs (for competence, autonomy, and relatedness) from their close personal relationships than in their university contexts. Students felt less support for their autonomy and competence with their research supervisor than in other university settings. The early stages of a scholarly activity, such as gathering sources and analyzing materials, were more likely to be characterized by external motivation, whereas the later stages, like the actual writing of a manuscript, were more likely to be internally motivated. When competing for variance, need supports from university-based but not from close personal relationships were significant contributors to students’ internal motivation for scholarly and academic activity; this effect, however, was fully mediated through students’ own dispositional autonomy. Recommendations for Practitioners: The present study underscores the importance of creating an environment in the university that supports doctoral students’ needs for autonomy, competence, and relatedness. Educators, and in particular research supervisors, should attend to the ways in which their policies and practices support versus undermine these needs, which are shown to play an important role in promoting doctoral students’ own internal motivation for their scholarly and academic activities. Recommendation for Researchers: Although in this sample need supports from university-based interpersonal contexts outweighed the role of need supports from close personal relationships, in terms of doctoral students’ scholarly and academic motivation, it seems important to keep both contexts in mind, given the general importance of close relationships for motivation and other educational and well-being outcomes. As well, accounting for students’ own dispositional attributes, such as their own personal tendency toward autonomy, seems a critical counterpoint to looking at environmental contributions. Future Research: Future research should examine whether the mediational model tested in the present study applies to other samples of doctoral students, for example, to those from other disciplines, such as the humanities, and those in other cultural or geographic locations, where it is possible that close personal relationships may contribute more substantially to students’ motivation than was the case in the present sample. As well, future studies would do well to include other relevant outcomes, such as academic grades, successful degree completion, and measures of well-being, in order to confirm previous findings of the link between internal motivation and various educational outcomes.
机译：目的/目的：本定量，横断面研究旨在调查博士生在其教育活动中自我决定的客观和主观因素。客观决定因素包括主要学科和学术活动以及学术活动的形式（即上课和撰写论文），主观决定因素包括博士生的个人特征，包括处分自主权和对学生基本心理需求的环境支持观念。背景：学生学习动机的高低与许多不同的结果有关。具体而言，具有内在动力的学生（即出于个人重要和自由选择的原因而参加学习活动）表现出更好的成绩，并且更有可能选择并坚持挑战性任务，享受学习，展示自己更大的创造力，并且总体上会获得更大的心理健康。但是，关于影响学生动力的资源仍然存在重要问题，特别是在研究生院这一水平上。本研究在现有研究的基础上，探索了学生自身以及对来自两个人际关系的支持：亲密关系和大学环境对学生动机的贡献。方法：参与研究的是来自俄罗斯伏尔加河地区一所主要大学的自然科学系的112名博士生。自我报告的措施包括性格自治，对各种类型的学术和学术活动的动机以及在各种人际关系中满足对自治，能力和相关性的基本需求。分析包括描述性统计，均值差比较，相关性和结构方程模型。贡献：本研究超越了现有研究，既考虑了影响博士生学术和学术活动动机的性情因素和情境因素，又通过比较大学中人际关系和各种人际关系对动机的影响进行了比较。设置。发现：博士生报告说，与大学环境相比，亲密的人际关系对他们的基本需求（能力，自主权和亲密性）的支持更大。与其他大学环境相比，学生对其研究主管的自主权和能力的支持较少。学术活动的早期阶段，例如收集资料和分析材料，很可能以外部动机为特征，而后期阶段，例如实际撰写手稿，则更有可能是内部动机。在争夺差异时，需要来自大学的支持而不是亲密的个人关系的支持，这是学生进行学术活动和学术活动的内部动机的重要贡献。但是，这种效果完全是通过学生自身的性情自主权来调解的。给从业者的建议：本研究强调在大学中创造一种环境的重要性，该环境应支持博士生的自主性，能力和亲和力。教育工作者，尤其是研究主管应注意其政策和实践支持而不是破坏这些需求的方式，这些方式在促进博士生自身从事学术和学术活动的内部动力方面发挥着重要作用。对研究人员的建议：尽管在此样本中，来自大学级人际关系的需求支持远胜于亲密人际关系的需求支持的作用，但就博士生的学术和学术动机而言，考虑到这两种情况似乎很重要。亲密关系对动机以及其他教育和福祉结果的总体重要性。同样，考虑学生自己的性格特征，例如他们个人的自主权倾向，似乎是考虑环境贡献的关键对策。未来研究：未来研究应研究本研究中测试的中介模型是否适用于其他博士生样本，例如，来自其他学科（例如人文学科）以及其他文化或地理位置的生与本样本相比，亲密的人际关系可能会对学生的动机产生更大的影响。同样，将来的研究也应很好地纳入其他相关成果，例如学业成绩，成功完成学位和幸福感的测度，以确认以前关于内部动机与各种教育成果之间联系的发现。

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