Academic Motivation Scale (AMS) Intrinsic Motivation (IM) Questionnaire and Data

The goal of this study is to investigate two things: 1) What motivates students to study at university? and 2) Have the recent COVID-19 social distancing measures demotivated students to continue studying in university? This survey will measure 3 types of motivations: Intrinsic, extrinsic, and amotivation. Intrinsic motivation is the level to which an individual engages in any given activity purely for enjoyment, satisfaction, or pleasure. Extrinsic motivation stems from an external source, such as deadlines, getting good grades, or the need to be praised/not punished. Lastly, amotivation is when an individual lacks any and all motivation, and the activity has no value or interest to them. This research is important because it could give Radboud University valuable knowledge and insights into why students study at all. Measuring amotivation can give insights about the potential lack in student motivation and their online content. This knowledge can be used to enhance their online content in the future, add new programs for students to use, give additional student support, and to foster greater student engagement and motivation. This survey consists of a total of 5 multiple choice questions regarding demographics. This is followed by a set of 24 statements to assess your intrinsic and extrinsic motivation to study. Then, a set of 4 statements to measure amotivation will be given twice. First in the context PRIOR to COVID-19 social distancing measures and again in the context AFTER COVID-19 social distancing measures were put in place. Lastly, there will be 4 questions which ask about your motivation levels and what you would recommend Radboud to do in the future. This will consist of a total of 32 statements and 9 questions. The survey takes approximately 5-10 minutes to complete.本研究旨在探究两个核心议题：1）驱动大学生就读高校的动因是什么？2）近期新冠疫情社交隔离措施是否削弱了大学生的在校就读意愿？本次调研将评估三类学习动机：内部动机（Intrinsic motivation）、外部动机（Extrinsic motivation）与无动机（Amotivation）。其中，内部动机指个体纯粹出于享受、满足感或愉悦感而参与某项活动的程度；外部动机源自外部诱因，例如截止期限、取得优异成绩，或是获得表扬、避免惩罚的需求；无动机则指个体完全缺乏任何动机，认为所参与的活动毫无价值与兴趣可言。本研究的价值在于可为拉德堡德大学（Radboud University）提供关于学生就读初衷的宝贵认知与洞察。通过评估无动机水平，可洞察学生动机不足的潜在情况及其与线上教学内容的关联。相关研究成果可用于优化未来的线上教学内容、新增面向学生的学习项目、提供额外的学生支持服务，以及提升学生的参与度与学习动机。本次调研共包含5道人口统计学相关的单项选择题。随后为24项陈述，用于评估受访者的内部与外部学习动机。此外，另有4项陈述用于衡量无动机水平，将分别在新冠社交隔离措施实施前、实施后两种情境下各呈现一次。最后设置4道问题，用于询问受访者的动机水平及对拉德堡德大学未来发展的建议。本次调研总计涵盖32项陈述与9道问题，完成时长约为5至10分钟。