Raji Awad Assaraierh

2014

Abstract

The purpose of this study was to determine the levels of motivation to learn statistics and

compare the levels of motivation to learn statistic of the discipline in general and according

to their gender difference, moreover to examine the relationship between aspects of

motivation to learn statistic and academic achievement in statistic courses. Participants in

the study are composed of (100) graduate students (39 male, 61 female) and (150)

undergraduate students (60 male, 90 female) students from Faculty of Educational

Sciences. The results of the study showed that the students have high motivation to learn

statistic in general. In addition, the results reveal that there were significant differences

between graduate and undergraduate students' in the aspects of motivation to learn

statistics, while there were no statistically significant differences between graduate and

undergraduate students' in the (AX) aspect. Moreover, the result of the study shows that

there were no significant differences in (AX) aspect of motivation to learn statistics, but for

other aspects, there were statistically significant differences between male and female in

the means for the levels of motivation to learn statistics. Finally the results show the six

motivational aspects are significant positively and moderately correlated with AESS.

Keywords:

Intrinsic motivation, extrinsic motivation, personal relevance, self

determination, self-efficacy, assessment anxiety.

European Journal of Social Sciences Vol. 42, NO. 1 March 2014