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Ling, Isaeva et al / Motivación estudiantil en humanidades: Su impacto en el rendimiento
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Revista de Trabajo Social ISSN 2244-808X
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ARTÍCULO DE INVESTIGACIÓN
Motivación estudiantil en humanidades: Su impacto en el rendimiento
académico y desarrollo profesional
DOI: 10.5281/zenodo.10456690
Peng Ling *, Nataliya Isaeva **, Nika Bolzan ***,
Sergei Kolganov ****, Irina Chirich *****, Svetlana Zhabchik ******
Resumen
En el proceso de la enseñanza superior, se reestructura el sistema de relaciones vitales
de los estudiantes con la realidad y se transforman los motivos principales de su
actividad, lo que afecta a los resultados de sus estudios. En este contexto, la exploración
del rendimiento académico de los estudiantes adquiere mayor importancia en vista del
aumento de los requisitos que se exigen a los titulados universitarios de hoy en día. La
especificidad de la educación humanitaria orienta a los estudiantes hacia la necesidad
de actualizar constantemente sus conocimientos y obtener formación adicional en
disciplinas afines y, por lo tanto, depende de la motivación de los estudiantes para
aprender. El objetivo del estudio es determinar el efecto de los tipos de motivación en
los estudiantes de humanidades sobre su rendimiento académico y el nivel de formación
profesional utilizando el enfoque del estudio de casos y el análisis de correlaciones. Los
resultados obtenidos demuestran que la motivación de logro se relaciona con el éxito en
el aprendizaje y la concentración de los estudiantes en el proceso educativo. Se observan
correlaciones entre 1) el rendimiento académico y la motivación de logro; 2) el
rendimiento académico y los indicadores cuantitativos de motivación de éxito, revelando
el análisis cualitativo una correlación entre un mayor rendimiento académico y una
mayor motivación de éxito en la mayoría de los estudiantes; 3) el tipo de motivación
para la formación universitaria y el rendimiento académico.
Palabras clave: motivación de logro, motivación de aprendizaje, profesión, educación.
Abstract
Student Motivation in Humanities: Its Impact on Academic Performance and
Professional Development
In the process of higher education, the system of students' life relations with reality is
restructured and the leading motives of activity are transformed, which affects the
results of their studies. In this context, exploring students’ academic performance
becomes more important in view of the increased requirements for today’s university
graduates. The specificity of humanitarian education directs students towards the need
to constantly update their knowledge and obtain additional education in related
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disciplines and, therefore, depends on students' motivation for learning. The purpose of
the study is to determine the effect of motivation types in humanities students on their
academic performance and the level of professional training using the case study
approach and correlation analysis. The obtained results demonstrate that motivation for
achievement relates to success in learning and students’ focus on the educational
process. Correlations are observed between 1) academic performance and achievement
motivation; 2) academic performance and the quantitative indicators of motivation for
success, with qualitative analysis revealing a correlation between higher academic
performance and higher success motivation in most students; 3) the type of motivation
for university education and academic performance.
Key words: achievement motivation, learning motivation, profession, education.
Recibido: 30/08/23 Aceptado: 03/09/2023
*Escuela de Estudios Extranjeros, Universidad Jiaotong de Xi'an, Xi'an, China. ORCID ID:
https://orcid.org/0009-0004-6201-2215. E-mail: rudn-2023@mail.ru
** Departamento de Disciplinas Humanitarias de la Facultad de Competencias Básicas, Universidad Politécnica
de Moscú, Moscú, Rusia. ORCID ID: https://orcid.org/0000-0002-5987-6969. E-mail: nv.isaeva@mail.ru
*** Universidad Estatal de Bielorrusia, Minsk, Bielorrusia. ORCID ID: https://orcid.org/0009-0000-3591-5276.
E-mail: nika.bolzan@gmail.com
**** Departamento 917, Instituto de Aviación de Moscú (Universidad Nacional de Investigación), Moscú,
Rusia. ORCID ID: https://orcid.org/0000-0002-2684-4805. E-mail: reality731@yandex.ru
***** Departamento de Disciplinas Humanitarias de la Facultad de Competencias Básicas, Universidad
Politécnica de Moscú, Moscú, Rusia. ORCID ID: https://orcid.org/0000-0003-1273-6915. E-mail:
chirich@yandex.ru
****** Universidad Estatal Agraria de Kuban que lleva el nombre de I.T. Trubilin, Krasnodar, Rusia. ORCID ID:
https://orcid.org/0000-0002-0158-4699. E-mail: salgir202@rambler.ru
1.- Introduction
Today’s labor market demands highly qualified and competitive specialists
(Winter et al., 2021). An important aspect of an employer's work is searching for and
attracting young specialists who strive to achieve the set goals, can solve professional
tasks quickly and with high quality (Shebzukhova et al., 2023), and are motivated to
obtain new knowledge (Yulina et al., 2022). A professional orientation focused on
achieving success is possible in any field, but only if the worker has a sufficient level of
motivation for achievement with an overall focus on success (Wagner et al., 2023).
Of particular interest is academic motivation, since motives have a direct impact on
the quality of professional training (Naydenova, 2021) and the development of the
professional’s personality (Shafazhinskaya et al., 2023). Modern students often struggle
with learning motivation (Panikarova et al., 2021). Specifically, they lack the desire to
learn and make the effort to study any discipline seriously (Maloshonok et al., 2015).
For this reason, there is an increasing urgency to study the impact of motivation as a
factor in successful professional performance. Young specialists need to be aware that
in the humanities, it is necessary to be constantly engaged in the process of acquiring
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new knowledge, additional professional education, and competencies and skills that
provide competitiveness and professional mobility in the labor market.
Literature review
The overwhelming majority of researchers (Semenova, 2015; Sokolovskaya et al.,
2020; Savenkov & Gavrilova, 2021) believe that regardless of whether achievement
motivation is intrinsic or extrinsic, its essence is defined by the individual's need to
achieve success in a particular activity.
The concept of the structure of motivation is interpreted in psychology as a hierarchy
of motives, the dominance of some motives over others, and the overriding importance
of certain specific motives for achieving the final goal.
Given that success is associated with the intellectual, motivational, emotional, and
volitional spheres of the personality, success in learning is defined by the degree of
correspondence between the real and intended results of learning and includes an
objective (the obtained results) and subjective (self-assessment of academic
performance) component (Ivaniushina et al., 2016). The psychological criteria of
academic success include a positive learning motivation, a positive attitude toward the
educational institution, and retention of cognitive interest; social adaptability; positive
relations in the academic group; good physical and mental health (Kashina et al., 2023);
and adequate positive self-esteem (Aleksandrova et al., 2023). Thus, academic
performance represents the totality of performance in learning activities, the
effectiveness of ways to achieve goals, and subjective satisfaction with the process and
results of learning.
The decisive factor in academic success is motivation for achievement as a type of
motivation that is closely tied to the need for achievement and striving for success in
various spheres (Danilova, 2016). As a factor in successful learning, motivation for
achievement is mediated by learning motivation (Borodina et al., 2023).
Intrinsic motivation for learning includes deep motives behind enrolling in a
university and broad educational-cognitive and self-education motives, which foster
greater interest in learning, academic success, intellectual satisfaction, and self-
realization. Extrinsic motivation, in contrast, refers to superficial motives for enrolling in
a university and narrow cognitive motives dependent on external support (to keep up
with coursemates, gain teachers’ respect, and avoid judgment and punishment) (Gorlova
et al., 2023).
Among the types of motivation, researchers distinguish positive and negative
motivation for learning (Borodina et al., 2022; Shevchuk et al., 2023). Positive
motivation is directly connected to the educational process and the chosen profession
and includes cognitive and professional motives. Students guided by positive motivation
experience the need to gain new knowledge, are inquisitive and eager to learn new
things, and enjoy raising their level of knowledge when mastering the studied material
(Sokolnikov, 2018). Negative motivation is understood as the student’s striving to learn
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driven by the recognition of certain inconveniences and troubles that may arise if they
do not study. The latter type includes pragmatic motives (obtaining a diploma) that imply
studying without striving to learn the material, interest in the profession, or desire to
attend the educational institution (Semenova, 2016).
Several researchers have established that a high positive motivation can act as a
compensatory factor in the case of a student lacking in abilities. However, no high level
of ability can compensate for the lack of positive learning motivation or its low level and
bring significant success in learning (Dvoretskaia & Akhmadieva, 2018). Therefore,
learning motivation can be considered another factor affecting the student’s academic
performance, especially in profile disciplines. The specificity of contemporary higher
education is that it is an environment that relies on information and communications
technology (Pivneva et al., 2023) and educational resources and services of information
and communications networks that provide support for learning, activity, and personality
development (Bogatyreva et al., 2022). Under such conditions, it is vital for the student
to develop their personal qualities, such as striving for self-organization (Eflova et al.,
2023), discipline, and quick adaptation to change (Merezhko et al., 2023). With positive
learning motivation, it is much easier for the student to develop personality qualities
that will ultimately improve their academic performance and the level of professional
training (Moreva & Skitnevskaya, 2023). Furthermore, academic performance is affected
by specific learning conditions (Gadzaova et al., 2023), the university’s methodical
material and technical equipment, the cultural and national specifics under which the
educational process proceeds, as well as financial welfare. However, as evidenced by
numerous studies, intrinsic motivation is the leading factor that defines the level of
students’ training.
In this context, the goal of the present study is to determine the influence of different
types of motivation in humanities students on their academic performance and level of
professional training.
2. Methods
The strategy of our research design relied on the case study method, which enabled
the investigation of the features of students’ motivation given the specifics and
challenges of cases (Turashbek et al., 2023). The study proceeded from the hypothesis
that there is a correlation between the indicators of motivation and academic
performance in students in the studied groups. The study was conducted among students
studying philological and psychological disciplines at universities. The research sample
consisted of 62 respondents, full-time 2nd and 3rd year undergraduate students, of
which 51 were female and 11 were male. The average age of the respondents was 20
years.
In the first stage of the study, the students’ academic performance was determined
proceeding from educational documentation. The primary criterion for the assessment
of performance was the average grade (on a 5-point scale) in the last two academic
semesters.
Ling, Isaeva et al / Motivación estudiantil en humanidades: Su impacto en el rendimiento
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In the second stage, diagnostic methods were utilized to assess various parameters
of student motivation. The diagnostic methods employed included:
- T. Ehlers' method assessing the motivation to achieve success,
- Iu.M. Orlov’s questionnaire on the need for achievement,
- T.I. Ilyina's method for the study of learning motivation in higher education
institutions.
The third stage involved the systematization and analysis of the results. The
mathematical processing of the data using Pearson’s correlation coefficient was applied
to test for the presence of correlations between the indicators of motivation and
academic performance. Student’s t-test was used to identify the statistical significance
of differences in learning motivation indicators between the groups with different levels
of academic performance.
Statistical data processing was performed using Statistica 7.0 software.
3. Results
The indicators of the students’ academic performance according to educational
documentation are provided in Table 1.
Table 1
Indicators of the level of academic performance
Level of academic
performance
Academic performance indicators (n=62)
abs.
%
High (4.5-5 points)
9
14
Average (3.5-4.5 points)
39
62
Low (less than 3.5 points)
14
24
Source: Authors development
Most students demonstrated average academic performance (62%); a high level of
performance was found in 14%, and a low level was observed in 24%.
The respondents’ motivation for success was assessed using Ehlers' motivation for
success test (Table 2).
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Table 2
Indicators of the level of motivation for success depending on academic
performance
Motivation
for success
Student group
high
performance,
n=9
a
bs.
%
a
bs.
%
a
bs.
%
a
bs.
%
High
8
88.9
2
9
74.4
7
50
4
4
71.0
Average
1
11.1
9
23.0
4
28.6
1
4
22.6
Low
-
-
1
2.6
3
21.4
4
6.4
Source: Authors development
A substantial aspect of the study was the assessment of the level of achievement
motivation using Orlov's Need to Achieve the Goal questionnaire (Table 3).
Table 3
Indicators of motivation for achievement depending on academic
performance
Motivation for
achievement
Student group
Overall
indicators
(n=62)
high
performance,
n=9
average
performance,
n=39
low
performance,
n=14
abs.
%
abs.
%
abs.
%
a
bs.
%
High
6
6
6.7
3
7.7
1
7
.1
1
0
1
6.1
Average
3
3
3.7
32
82.1
7
5
0
4
2
6
7.8
Low
-
4
10.2
6
4
2.9
1
0
1
6.1
Source: Authors development
Learning motivation was tested using Ilyina’s Motivation of Learning in Higher
Education method (Table 4).
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Table 4
Indicators of the predominant type of learning motivation depending on
academic performance
Predominant type of
motivation for
studying in higher
education
Student group
Overall
indicators
(n=62)
high
performance
, n=9
average
performance,
n=39
low
performance,
n=14
a
bs.
%
a
bs.
%
a
bs.
%
a
bs.
%
Knowledge
acquisition
5
5
5.6
2
2
5
6.4
4
2
8.6
3
1
5
0.0
Mastering the
profession
4
4
4.4
1
2
3
0.8
5
3
5.7
2
1
3
3.8
Obtaining the
diploma
-
-
5
1
2.8
5
3
5.7
1
0
1
6.2
Source: Authors development
Analysis of data on the students’ learning motivation and the different levels of
academic performance revealed a relationship between final academic performance and
the type of motivation according to Ilyina’s method (Table 5).
Table 5
Results on learning motivation in students at different levels of
academic performance based on Ilyina’s method (M±m), points
Motivation
scale
Student group
p
high
performance,
n=9 (group
1)
average
performance,
n=39 (group 2)
low
performance,
n=14 (group
3)
Knowledge
acquisition
10.52±0.34
9.17±0.24
8.13±0.25
p<0.05;
p1<0.001;
p2<0.05
Mastering the
profession
7.84±0.25
6.96±0.32
6.32 ±0.23
p<0.05;
p1<0.001;
p2>0.05
Obtaining the
diploma
4.26±0.17
5.32±0.22
9.14±0.18
p <0.001;
p1<0.001;
p2<0.001
Source: Authors development
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Note: p – reliability of differences between the indicators of the students in group
1 and group 2; p1 – reliability of differences between the indicators of the students in
group 1 and group 3; p2 – reliability of differences between the indicators of the students
in group 2 and group 3.
4. Discussion
Our study showed that most respondents had a high level of motivation for
achievement (71%). In our view, this finding gives evidence of the students striving for
achievements in education and personal development. An average level of achievement
motivation was found in 22.6%, and a low level was demonstrated by 6.4% (Table 2).
Correlation analysis through Pearson’s coefficient proved the presence of a connection
between academic performance and motivation for success (r=0.284, p<0.05).
Most students with high academic performance showed a high level of success
motivation (88.9%), with the rest having an average level of this type of motivation.
The students with average academic performance also predominantly had a high level
of success motivation (74.4%), with only 23% showing an average level. Half of the
students with low academic performance also demonstrated a high level of motivation
for success.
This suggests that the studied students tended to have a high level of success
motivation regardless of their academic success (Pelevin et al., 2023). Low motivation
for success was found only in students with low academic performance, which generally
agrees with previous studies (Semenova, 2015; Otrokov et al., 2023).
The assessment of achievement motivation (Table 3) showed that 67.8% had a low
level of this type of motivation, and average and low levels were found in 16.1%, each.
In this respect, we agree with the conclusions of O. Gorlova et al. (2023) in that such
students do not have a pronounced striving to achieve the pursued results. In our study,
Pearson’s correlation coefficient revealed a relationship between students’ academic
performance and achievement motivation (r=0.323, p<0.05).
A comparison of the levels of academic performance and achievement motivation
indicated that the students with high academic performance tended to have a high level
of motivation for achievement (66.7%). In turn, the students with average performance
predominantly had average achievement motivation (82.1%), similar to half of the
students with low academic performance.
Analysis of the predominant type of motivation, as well as each motivation scale, in
each student individually (Table 4) demonstrated that half of the students had
knowledge acquisition as the leading motivation. This is a very favorable trend, since,
according to A.N. Sokolnikov (2018), it shows students’ focus on learning, deepening
their knowledge, and self-development, even if this knowledge will not be used for
professional purposes.
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238
We also found that 33.8% were oriented toward mastering their profession. This
trend positively characterizes the condition of education in the university and refutes the
belief that students' need for professional knowledge is low and they have no desire to
use it in the future. Finally, 16.2% were focused on obtaining a diploma. This share was
relatively low, which gives hope that most students pursue higher education consciously
and choose the profession that corresponds to their professional interests and
dispositions.
The study also showed that the predominant type of motivation in 55.6% of the
students with high academic performance was knowledge acquisition, and in 44.4%, it
was mastery of the chosen profession. The students with average academic performance
demonstrated approximately the same results, with the leading focus on knowledge
acquisition (56.4%), motivation for mastery of the profession in second place (30.8%),
and obtaining the diploma in the last place (12.8%).
Comparative analysis proved the presence of a positive correlation between students’
high and average performance and their motivation to obtain professionally valuable
knowledge, which agrees with the findings of M. Borodina et al. (2023).
As a result of mathematical analysis (Table 6), the highest values on the “Knowledge
acquisition” scale were found in students with high academic performance (10.52±0.34
points). This result with high reliability differs from that of students with average
(9.17±0.24 points, p <0.05) and low (8.13±0.25 points, p1<0.001) performance. A
comparison of the students with average and low motivation also revealed a reliable
difference (p2<0.05). This demonstrates the predominance of cognitive motives among
academically successful students and the weakening of knowledge acquisition motivation
in students with a low level of academic performance, which goes in line with the results
of L. Shebzukhova et al. (2023).
A similar relationship between motivation and academic performance was observed
with respect to the “Mastering of the profession” scale. The academically successful
students scored 7.84±0.25 points on this scale, which is reliably higher than students
with average performance (6.96±0.32 points, p<0.05) and low performance (6.32±0.23
points, p1<0.001). There is no reliable difference between the results of students with
average and high academic performance (p2>0.05). Thus, professional motives were
more characteristic of high-performing students and were less prominent among
students with lower levels of performance, as has been previously demonstrated by I.
Aleksandrova et al. (2023).
The highest results on the scale of “Obtaining the diploma” was observed in the group
of low academic performance (9.14±0.18 points). The students with average
performance came in second place with 5.32±0.22 points. All groups differed by this
parameter with a high level of reliability (p, p1, p2<0.001), which points to a negative
relationship between academic performance and the negative type of learning
motivation.
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Thus, higher-performing students were more focused on obtaining professional
knowledge and skills, unlike low-performing students driven by superficial motives to
achieve the primary goal of obtaining a diploma.
The empirical study also discovered a correlation between motivation for success and
achievement motivation (r=0.313, p<0.05). This finding indicates that students with a
high level of success motivation also tend to demonstrate high motivation for
achievement. Furthermore, the strivings to acquire professional skills, master the chosen
profession, and achieve success were found to correlate with each other (r=0.179,
p<0.05). That is, students interested in further professional development are motivated
to succeed and set high goals (e.g., to work in large companies, to obtain a second
education that requires professional knowledge of foreign languages, to develop their
own professional projects). Furthermore, a connection was revealed between the focus
on obtaining a diploma and motivation for achievement (r=0.164, p<0.05).
5. Conclusion
The conducted diagnostics uncovered the following trends. Most of the studied
students had an average level of academic performance. In the structure of the students’
learning motivation, the positive motives, i.e., “Knowledge acquisition” and “Mastering
the profession”, dominated over negative, i.e., “Obtaining the diploma”, which
characterizes the motivation of these students as high in quality. Cognitive and
professional motives were predominant in the students with high and average academic
performance, while pragmatic motives were stronger in the students with a low level of
knowledge. These results testify to the favorable influence of positive motivation on
students' academic performance and, consequently, on the level of their professional
training.
Thus, the quantitative and qualitative analysis of empirical results proved that higher
motivation is associated with students’ greater success in learning. This conclusion
demonstrates the need for research on motivation to determine its dynamics throughout
university education. Furthermore, we see promise in the introduction of innovative
pedagogical methods to improve learning motivation in the educational process, as well
as in the study of the effect of these methods on students’ academic performance.
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