Academic research and student motivation
Bibliographic Data
| ID | 4098708 |
|---|---|
| Authors | Rosanna Breen (Oxford Brookes University), Roger Lindsay (Oxford Brookes University) |
| Year | 1999 |
| Volume | 24 |
| Issue | 1 |
| Pages | 75-93 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079912331380158 |
| OpenAlex | W2153201965 |
| Language | EN |
| Citations received | 13 |
| References cited | 17 |
This article reports an investigation into the relationship between student perceptions of lecturer research and motivation to study at university. A 71-item, Likert-type questionnaire was completed by 100 Oxford Brookes University final year undergraduates. The pattern of correlation between variables together with the results of a factor analysis, suggests that a relationship exists between type of student motivation and attitude to faculty research. It is proposed that Intrinsic Motivation, and a specific form of Course Competence are associated with positive attitudes to departmental research activity while Extrinsic-, Social- and Achievement-oriented students appear to be indifferent, or to have negative attitudes towards research. In the light of the present findings, it is suggested that previously reported negative evaluations of research-active teachers may come from a subpopulation of students who are extrinsically motivated and uninterested in communication with lecturers. Students in this group may avoid interaction with lecturers, while such interaction is sought by intrinsically-motivated, course-competent students. In these circumstances, lecturer views on the value of research for teaching might well be biased by feedback from those students who perceive it positively. It is noted that the present findings may explain how positive forms of student motivation can be enhanced
Developmental psychology · Higher education · Intrinsic motivation · Likert scale · Mathematics education · Perception · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Social Psychology
Teaching and research
Professional Doctorates in Health and Social Care
Enhancing cognitive combat readiness
Missio politica in missio Dei
Linking Research and Teaching to Benefit Student Learning
Combining research-based student fieldwork with staff research to reinforce teaching and learning
The Relationship between Teaching and Research
Evidence for the impact of assessment on mood and motivation in first‐year students
Relating academics' ways of integrating research and teaching to their students' perceptions
Undergraduate student intentions for postgraduate study
Academic Research and Teaching Quality
A doctorate in a tight compartment
How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning
Understanding Student Learning (Routledge Revivals)
Learning to Teach in Higher Education
The Relationship Between Research and Teaching
Student Opinion Survey
The Implications for Effective Education of Understanding Pupil Motivation in Schools as a Multi-Dimensional Model
Teaching and research
A performance indicator of teaching quality in higher education
How Students see the Role of University Lecturer
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,46 |
| Citation span | 1998 - 2025 (28) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |