UDC 378.015.3:005.32:355.0+616.0 LEARNING MOTIVATION OF HIGHER EDUCATION AND PHD STUDENTS BEFORE AND DURING COMPLICATED CONDITIONS (PANDEMIC COVID-19, MARTIAL LAW IN UKRAINE)
DOI : https://doi.org/10.51706/2707-3076-2024-11-1
Abstract
The article compares the views of participants in the educational process regarding the learning motivation in higher education before and during in complicated conditions (pandemic Covid-19, martial law in Ukraine). The author included 3881 respondents in the anonymous online survey carried out through Google Forms during 2019-2023, including: survey of 2019 – 788 Bachelor and Master students, 49 PhD students; survey of 2020-2023 – 2897 Bachelor and Master students, 147 PhD students; used IBM SPSS Statistics 23 for statistical analyses. The survey (2019-2020) shows that intrinsic motivation has the highest indicators (main values on a five-point scale, percentages): students (4,08-4,11; 45,11-49,86%), PhD students (4,12-4,39; 61,22-65,31%). It is shown that there are no statistically significant differences (t-test; p≤0,05) regarding motivation indicators before and at the beginning of complicated conditions between independent samples of higher education students and PhD students in most cases; however, PhD students have slightly higher motivation scores compared to students. The analysis shows the maximum values of intrinsic motivation (the main value of the motivation indicators for 2020-2023 and the interval of the minimum and maximum main value) for student survey in dynamics of 2020-2023 by various characteristics (educational level, gender, specialty, form of study, year of the survey): external negative motivation (M=2,50; 2,33-2,64) → external positive motivation (M=3,60; 3,45-3,70) → intrinsic motivation (М=3,96; 3,78-4,05). Students show a trend of decreasing motivation in dynamics (we mean values on a five-point scale and the year of the survey): external positive motivation – 3,82 (2019) → 3,78 (2020) → 3,71 (2021) → 3,59 (2022) → 3,19 (2023); intrinsic motivation – 4,11 (2019) → 4,08 (2020) → 3,98 (2021) → 3,93 (2022) → 3,76 (2023). Female students show statistically better (t-test; p≤0,05) indicators of intrinsic and external motivation compared to male representatives. It was found out that students with a high level of academic achievement have better indicators of learning motivation.
