A study on Academic Motivation and its components in Higher Education

Susan Bahrami


The purpose of this study was to evaluate academic motivation and its components in higher education institutions Qom, Iran. A descriptive and analytical research method was utilized. The Statistical population included all students of Qom universities during 2015-2016 academic year from which a sample of 320 was selected from 2200 students of 2 universities through stratified random sampling. The data collection instrument was academic motivation questionnaire adopted from De Noble et al. (1999). Face and content validity of the questionnaire confirmed by experts and its reliability was estimated 0.90 through Cronbach's alpha coefficient. The gathered data was analyzed through descriptive and inferential statistics. Extrinsic motivation components were external regulation, identified regulation, and interjected regulation while intrinsic motivation components included knowledge (to know), accomplishment, and stimulation. The findings showed in Qom University that academic motivation and its subcomponents (external regulation, identified regulation, interjected regulation knowledge (to know), accomplishment, stimulation and amotivation) mean scores were lower than average level. The six dimensions of academic motivation Qom University of medical Sciences were higher than average level while the lowest mean is related to External regulation. Significant differences were also observed regarding demographic variables. This paper shows to the importance of analyzing academic motivation subcomponents in Iranian universities. It offers practical help to universities to develop motivation activity so students’ motivation avoids challenging situations and persist in the face of difficulties.


Academic Motivation; Students; Higher Education.

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