Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/1779
Title: The impact of social support on academic motivation levels in higher education
Authors: Costa-Lobo, Cristina
Silva, Patrícia da
Ribeiro, Alexandra
Silva, Stéphanie
Keywords: Academic motivation
Social support
Psychometric characteristics
Higher education
Issue Date: 2017
Citation: Costa-Lobo, C., Silva, P., Ribeiro, A., & Silva, S. (2017). The impact of social support on academic motivation levels in higher education. In 11th annual International Technology, Education and Development Conference INTED2017 Proceedings (pp. 2593-2602), Valencia, Spain, 6th-8th Mar.2017. Disponível no Repositório UPT, http://hdl.handle.net/11328/1779
Abstract: The study presented reveals the procedures, presents and discusses the results of an investigation with the main objective of evaluate the effect of social support on the academic motivation of university students, and to analyze the psychometric characteristics of the scales used. The instruments used in the protocol of investigation are a Sociodemographic Questionnaire, the Multidimensional Scale of Perceived Social Support (MSPSS) and the Motivation to Learn – University students (EMA-U). This study was conducted with a total of 154 students aged 18-29. On the scale of Motivation to Learn - University students, factor analysis allowed the observation of the existence of two factors, the intrinsic motivation and the extrinsic motivation. The area of student training assumed itself as a statistically significant predictor of extrinsic motivation. Regarding intrinsic motivation, we did not observe statistically significant results in the variables present in the study. Regarding social support, we verified, through the factorial analysis, the existence of three factors: Family Social Support; Social Support of Friends, and, Social Support of other significant ones. There is a tendency for high social support results and a concordance between our study and the studied literature regarding factor scores and reliability analysis. Social support in motivation to learn does not behave as a predictor of motivation, both intrinsic and extrinsic, and there is no statistically significant correlation between the two. The results show that social support does not have a significant impact on academic motivation, contrary most of the existing literature.
URI: http://hdl.handle.net/11328/1779
ISBN: 978-84-617-8491-2
Appears in Collections:INPP - Comunicações a Congressos Internacionais / Papers in International Meetings

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