Does Motivation Matter?
Darren W. Dahl
University of British Columbia - Sauder School of Business
University of Ontario Institute of Technology (UOIT) - Faculty of Business & IT
June, 17 2011
Managerial Finance, Vol. 37, Issue 7, pp. 582-609, 2011
The aim of this paper is to fill a vital gap in the literature by looking at students’ motivation and perceptions of teaching quality. The findings document the explanatory role of various motivations in students’ perceptions of teaching quality, suggesting that motivational orientation dimensions are influential in students’ assessments of their teaching experience in school. Intrinsic motivation with its possible states showed strong positive impact on the teaching quality and students’ evaluation, even after accounting for the reputation of the educational institution. Surprisingly few differences in perception based on gender, age, and country of birth (ethnicity) were found.
Keywords: student motivation, motivational intensity, teaching effectiveness, perceived quality, teaching excellence, higher-education management, academic achievement
JEL Classification: I2, I20, I22, M39, C2Accepted Paper Series
Date posted: June 17, 2011
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