Motivation in psychology learning education
Motivation in psychology learning education

Summary/Abstract: Objectives. This study aims to identify the main motivation characteristics in the process of learning education in psychology students.Material and methods. For this objective, a pre-experimental design based on a one-shot case study type was conducted. Data were collected from 41 psychology undergraduates enrolled at the Faculty of Medicine and Psychology of Autonomous University of Baja California. The pre-experiment was conducted in two parts: treatment and measuring. The treatment condition consisted in a twelve-hours classroom course with the subject matter introduction to educational theories. After the treatment was applied, motivational characteristics were recorded using the 31 items from the motivation section of the Motivational Strategies for Learning Questionnaire. For determining the results, the mean, mode, standard deviation, and relative standard deviation were analyzed.Results. Findings suggest influence of intrinsic goal motivation, extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy for learning and performance in the learning process, while anxiety seems to be a non-negative element in the motivational process for the students.Conclusions.Psychology´s students showed motivational influence in different topics, mainly in motivation aspects related to intrinsic and self-motivation. Meanwhile, if well there exists differences by gender in specific items, these differences were not significant.

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