AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Ružomberok. We used the theory of self-determination by
Richard M. Ryan and Edward L. Deci (Ryan and Deci, 2004),
which provided important information about the internal and
external factors of self-regulation (prediction, planning,
monitoring and self-assessment). Based on the results, we
developed a proposal for measures. Within the theory of self-
determination by Richard M. Ryan and Edward L. Deci (also), a
set of questionnaires was developed for various areas of human
activity. Questionnaires assess individual differences in the types
of motivation and regulation for a certain area - field of activity.
We used the SRQ-Academic questionnaire (Ryan and Connell,
1989), which was standardized in 2017 for the Slovak
environment (Kuruc, 2017). For our needs, we modified the
questionnaire to record the nature of motivation in relation to
science education.
We verified the reliability of the questionnaire in three ways. We
implemented the first one by calculating the split-half reliability,
which reached the value of 0.687. This value represents
acceptable reliability. As the second method, we chose to verify
the reliability using Cronbach's alpha, which reached a value of
0.845. This value also represents satisfactory reliability. This
coefficient is typical for questionnaires in which the items are
scaled (all items in the questionnaire have scales of the same
value and length). It is used to assess the internal consistency of
the questionnaire item scales. As a third method to verify
reliability, we used Scott's homogeneity, which reached 0.647.
This value is also acceptable. Based on these implemented
processes, we were able to state that the research tool chosen by
us reliably and accurately allows to evaluate what self-regulatory
style prevails among the respondents.
The research set was compiled on the basis of deliberate
selection. Our target group were students of programs in the
Department of Preschool and Elementary Pedagogy. The
selection criterion was the representation of all three pedagogical
faculties, both at the bachelor's and master's level. Respondents
at individual faculties were contacted at random. Regarding
individual faculties, we perceive the selection as random. 1149
students were involved in the research, of which 467 students
from Ružomberok, 444 in Bratislava and 238 in Banská
Bystrica. There was a high return of questionnaires at the Faculty
of Education in Bratislava and Ružomberok. In the case of the
faculty in Ružomberok it is 98% and in the case of the faculty in
Bratislava it is 77% return. We consider these two samples to be
representative in relation to these faculties. The lowest
proportion was the return from the faculty in Banská Bystrica.
From the point of view of the overall scope of the sample, we
can consider it as representative. Some caution is needed in the
external form of study, where there is a significantly low
representation of students in relation to the real distribution.
3 Interpretation of research results
We verified whether the collected data have a normal
distribution by means of the Kolmogor-Smirnov and Shapiro-
Wilk normality test. Based on the results of D = 0.066 at p =
0.006 and W = 0.992 at p = 0.001, it can be seen that both tests
confirmed that the data do not come from the normal
distribution, so we used nonparametric tests to further analyze
the differences and relationships.
The descriptive statistics in Table 1 are calculated from the final
RAI (Relative Autonomous Index) score. According to this
index, the overall orientation of the respondent's motivation and
regulation in relation to the specified domain is determined. The
subscale scores in some SRQ questionnaires, regardless of their
number, can be combined into RAI according to individual
subject areas and pedagogical faculties. The Skew and Kurtosis
values in each group confirm the results of the normality test.
The overall sample was rather kurtosis and sloping to the left.
Lower values predominate throughout the file, and most of the
RAI values in the file are closer to the average. This is confirmed
by the fact that the data do not come from a normal distribution,
and therefore we used non-parametric tests to further verify the
differences and relationships between the variables.
Table 1 Descriptive sample statistics.
Natural science
RK
Natural science
BA
Natural science
BB
Valid cases
221
167
100
Mean
0,459
-0,150
0,23
Std. Er.
0,168
0,161
0,227
Var.
6,267
4,345
5,164
Std. Dev.
2,503
2,084
2,272
Skew
0,130
0,187
0,225
Kurtosis
0,132
0,563
0,255
The determining value of the final score was the RAI value as
defined by Ryan and Connell (1989). This index represents a
measure of autonomous motivation / regulation - as a person
regulates his learning or is motivated to do it by himself. The
final score in the form of RAI for respondents ranges from +2 to
-2. Our results show that internally oriented motivation and
identified motivation predominate in science subjects when
respondents are aware of the meaning and personal value of the
subject.
The first research question was: What styles of self-regulation of
learning are prevalent among students in individual subjects
(with a focus on mathematics, science and technology)? In
comparison with mathematical and technical subjects, students
showed a reasonable interest in science-oriented subjects (Graph
1). Students saw direct practical use. While in mathematics the
external (motivation to learn on the basis of reward and
punishment) and introjection (the motivation to learn is
motivated on the basis of trying to avoid feelings of guilt and
shame or conditional self-esteem) prevailed, in the case of
technical education significantly prevailed identified style of
regulation (the respondent sees a personal sense of the subject
for himself) and internal motivation (the activity is associated
with experiencing the joy of the activity). The science area is
somewhere between these two areas of education. There is also a
significant difference in how these subjects are represented in the
study program in terms of scope.
Graph 1 Frequency of occurrence of self-regulatory style
according the subject.
Another research question was: What are the differences in
internal motivation between undergraduate and graduate
students? In the case of natural sciences, internal motivation was
statistically most significantly represented. This is followed by
relatively equal occurrence of identified and external regulation.
The least introjection style of regulation was present (Graph 2).
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