https://doi.org/10.59132/viz/2025/6/31-36
Izvleček
Namen raziskave je bil preučiti učno motivacijo dijakov v ekonomskem srednješolskem izobraževanju skozi prizmo teorije samodoločenosti. Raziskava, v kateri je sodelovalo 80 dijakov, je temeljila na kvantitativni metodi, pri čemer smo pri zbiranju podatkov prek spletnega vprašalnika uporabili Lestvico učne motivacije. Rezultati kažejo, da je med dijaki ekonomskih srednješolskih programov najbolj izražena zunanja motivacija, nekoliko v manjši meri pa je prisotna notranja motivacija. Amotivacija je nizka, kar kaže na relativno visoko učno angažiranost večine vzorca.
Abstract
Linking Academic Motivation and Self-Determination Theory in Secondary Economic Education
The study aimed to explore the learning motivation of secondary students in economic education through the lens of self-determination theory. A total of 80 students participated in the study, which employed a quantitative method to gather data using the Academic Motivation Scale (AMS) via an online questionnaire. The findings indicate that extrinsic motivation is the most pronounced among students in secondary economic education, while intrinsic motivation is less pronounced. Amotivation levels are low, suggesting a relatively high level of learning engagement in the majority of the sample.