Exploring Academic Motivation of Canadian Master of Education Learners

Abstract

Motivation, an important characteristic of the learner, is related to several key educational outcomes, such as persistence; performance; learning quality; and psychological well-being. Self-determination theory posits that human behaviors are either intrinsically motivated, extrinsically motivated, or amotivated. Using a self-reported questionnaire within the framework of self-determination theory, this study examined the motivational styles of Canadian Master’s of Education learners. Results indicated that this group of learners reported using more self-determined motivational styles. The age of the participants was a factor in that the participants who were more advanced in age reported less frequently that they perceived a locus of control for their academic learning from external sources. Part-time and full-time learners showed significant differences in terms of amotivation and identified regulation, indicating that part-time learners were more motivated than full-time students. By clarifying motivational styles used by graduate students, the study provides educational implications for graduate programs and adult education.