Does Motivation Matter?

Abstract:     
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, C2

Accepted Paper Series