Academic research and student motivation

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Abstract
This article reports an investigation into the relationship between student perceptions of lecturer research and motivation to study at university. A 71-item, Likert-type questionnaire was completed by 100 Oxford Brookes University final year undergraduates. The pattern of correlation between variables together with the results of a factor analysis, suggests that a relationship exists between type of student motivation and attitude to faculty research. It is proposed that Intrinsic Motivation, and a specific form of Course Competence are associated with positive attitudes to departmental research activity while Extrinsic-, Social- and Achievement-oriented students appear to be indifferent, or to have negative attitudes towards research. In the light of the present findings, it is suggested that previously reported negative evaluations of research-active teachers may come from a subpopulation of students who are extrinsically motivated and uninterested in communication with lecturers. Students in this group may avoid interaction with lecturers, while such interaction is sought by intrinsically-motivated, course-competent students. In these circumstances, lecturer views on the value of research for teaching might well be biased by feedback from those students who perceive it positively. It is noted that the present findings may explain how positive forms of student motivation can be enhanced.

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