1343 KB46 KB195520252014Cigan, Vesnaštevilka:letn. 54str. 11-30ISSN:0024-3922COBISSID:56780642URN:URN:NBN:SI:doc-H2RTC3BWenZnanstvena založba Filozofske fakulteteLinguistica (Ljubljana)anglaisangleščinaapprentissage des languesEnglishmotivacija študentovmotivation des étudiantstuji jezikiučenje jezikovRelationship between students' motivation and their socio-demographic characteristics|This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents' education. The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students' motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme. According to the self-determination theory developed by Deci and Ryan (2000), intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR). Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner's theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279), who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level. Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents' education, were not found to be statistically significantly correlated with the examined conceptsV članku predstavljamo rezultate raziskave o povezavi med indikatorji intrinzične in ekstrinzične motivacije pri študentih in njihovimi družbenimi in demografskimi značilnostmi: vrsto zaključene srednje šole, povprečno oceno v srednji šoli, letnikom študija in izobrazbo staršev. Raziskavo smo z vprašalnikom, ki smo ga razdelili 640 respondentom, izvedli marca 2012. V vprašalniku smo med drugim spraševali po naslednjem: motivaciji za študij, oceni lastne motivacije za študij angleščine v povezavi z nadaljnjim profesionalnim razvojem ter oceni splošnega zadovoljstva s študijskim programom. V skladu s samodeterminacijsko teorijo, ki sta jo razvila Deci in Ryan (2000), sta intrinzična in ekstrinzična motivacija bistvena dejavnika vsake dejavnosti, tudi učenja. Kot družbeno bitje ima posameznik stike z različnimi družbenimi skupinami, s katerimi deluje v okoliščinah in s tem razvija svojo osebnost (SEJO). Družbeni kontekst, ki katalizira intra- in interosebne razlike, prav tako pomembno vpliva na motivacijo. Gardnerjeva teorija motivacije poudarja pomembnost družbenih komponent in ekstrinzične narave instrumentalne in integrativne naravnanosti. O instrumentalno-integrativni dihotomiji je pisal Dörnyei (1994: 279), ki je vpeljal motivacijski okvir, sestavljen iz treh ravni: jezikovne ravni, učenčeve ravni in ravni učne situacije. Raziskava je pokazala, da so respondenti večinoma visoko motivirani za učenje in da prevladuje intrinzična motivacija. Statistično pomembne razlike smo našli med spolom, povprečno oceno v srednji šoli ter letnikom študija in intenzivnostjo motivacije. Pokazalo se je tudi, da vrsta zaključene srednje šole in izobrazba staršev nista imeli statistično relevantnih korelacij s preučevanimi konceptiTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Filozofska fakulteta