Motivational Analysis of the Cross-border University Students from Ceuta and Melilla

Abstract

Motivation is one of the main psychological factors that influence the academic success of university students, as well as academic failure and / or dropout. In this study, with a descriptive, cross-sectional design, a total of 292 university students (195 women and 97 men) enrolled at the University of Granada, at the Ceuta and Melilla Campus participated, with the aim of analyzing motivation in relation to religion and the qualification of this student body. Method: They answered a quantitative instrument consisting of an ad-hoc sociodemographic questionnaire and the Guay, Vallerand and Blanchard Situational Motivation Scale (2000) adapted to Spanish by Martín-Albo, Núñez and Navarro (2009). Results: Among the results, it should be noted that Christian students have higher intrinsic motivation values than those of Muslim students. Likewise, the students of the degree in Business Administration and Management are those who obtain lower values of intrinsic motivation. The students of the degree in Early Childhood Education are the most intrinsically motivated, this fact corresponding to the vocational nature of the degree. Regarding the relationship between dimensions, there is a significant negative relationship between intrinsic motivation and amotivation, so that students who are intrinsically motivated have less risk of demotivation. Likewise, introjected regulation has a positive relationship with intrinsic motivation and negative with amotivation, so that students who show greater internal regulation acquire greater intrinsic motivation and less amotivation. Discussion and conclusion: The results of this study highlight the impact of the motivation of university students on their decisions, as well as the role of gender, religion and university degree as motivational regulators.