38 KB272 KB29 KB200620202011Buček, OliverČagran, Brankaštevilka:1/2letnik:22str. 115-127, 265-266ISSN:1581-6036COBISSID:2264663URN:URN:NBN:SI:doc-D8MJSQXLslSlovensko društvo raziskovalcev šolskega poljaŠolsko poljeamotivacijaamotivationekstrinzična motivacijaextrinsic motivationfull-time students'intrinsic motivationintrinzična motivacijaizredni študentipart-time students'redni študentiteorija samodeterminacijeuniversityuniverzevisoko šolstvovisokošolski študijMotivacija rednih in izrednih študentov|Students enroll at a university with varying levels of motivation to learn. This study examined the differences in motivation between full-time and part-time students. Our research included both full-time and part-time students from Slovenian universities. The findings indicate that part-time students deal better with editing and designing tables and computer presentations. Students assessed themselves with the lowest scores in knowledge of computer equipment and multimedia. Part-time students are generally older and spend more time studying at home. They make the decision to attend classes out of personal interest and the desire to learn more about areas that interest them. It can be claimed that they are more intrinsically motivated and more eager to learn because of the pleasure and satisfaction they experience while studying, doing research, or trying to understand something new. Full-time students take classes due to feelings of success and importance. This study showed that full-time students are partly extrinsically motivated; they tend toward introjection. They consciously place value on the goals of their behavior and regulation in order to perceivethe activity as personally importantŠtudentje vstopajo na univerzo z različno stopnjo motiviranosti. Kakor opredeljuje teorija samodoločenosti, so intrinzično in ekstrinzično motivirani ter amotivirani. Z raziskavo smo želeli ugotoviti razlike v motivaciji med rednimi in izrednimi študenti. V raziskavo smo zajeli redne in izredne študente različnih študijskih smeri. Izsledki kažejo, da so izredni študenti bolj intrinzično motivirani, bolj so željni znanja zaradi lastnega užitka in zadovoljstva, ki ga doživljajo, ko se učijo, raziskujejo ali poskušajo razumeti nekaj novega. Raziskava je pokazala, da so redni študenti delno ekstrinzično motivirani; pri njih prevladuje introjicirano uravnavanje. Študirajo zaradi občutka uspešnosti in pomembnosti ter zavestno vrednotijo cilje obnašanja in regulacije tako, da dejavnost sprejemajo kot osebno pomembnoTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja