Learners' Intrinsic Motivation to Participate in a Political Science Program

Le Thanh Thao*, Nguyen The Anh**, Tran Thi Phuong Huynh***, Trinh Quoc Lap****
*,**** Can Tho University, Ninh Kieu, Vietnam.
**-*** Academy of Politics, Region 4, Vietnam.
Periodicity:April - June'2023
DOI : https://doi.org/10.26634/jpsy.16.4.19283

Abstract

In Vietnam, middle or high-ranking leaders and managers are required to have knowledge of politics. Those who hold leadership roles in both the private and public sectors should master a solid knowledge of political science. This study was conducted to learn about the intrinsic motivation of learners in Vietnam towards participating in an advanced political science program for future leaders. The study found that learners' intrinsic motivation to participate in a political science program is influenced by their interest in the subject matter, their belief in its relevance to their lives, and their desire to develop critical thinking skills. Additionally, the study identifies a number of factors that can enhance or detract from learners' intrinsic motivation, including teaching methods, course content, and assessment practices. A questionnaire designed with a quantitative method was used to collect data from 91 future leaders who were studying advanced politics at an academy of politics in Vietnam. The results show that they were highly motivated to participate in this program (M = 4.19). Perceived interest or enjoyment (M = 4.58), effort (M = 4.59), perceptions of the program values (M = 4.54), and relatedness (M = 4.54) were encouraging them to learn political science. Moreover, the learners did not experience any pressure or anxiety while taking part in this program (M = 2.46). This study shows that even though most people think political science is dry and mechanical, there are ways to keep learners motivated to learn.

Keywords

Intrinsic Motivation, Political Science Program, Vietnam, Learners, Knowledge of Politics, Leadership, Future Leaders.

How to Cite this Article?

Thao, L. T., Anh, N. T., Huynh, T. T. P., and Lap, T. Q. (2023). Learners' Intrinsic Motivation to Participate in a Political Science Program. i-manager’s Journal on Educational Psychology, 16(4), 1-11. https://doi.org/10.26634/jpsy.16.4.19283

References

[1]. Ackah, D. (2014). The impact of motivation on employee performance in the manufacturing industry in Ghana. Global Journal of Management Studies and Researches, 1(5), 291-310.
[4]. Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30.
[5]. Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 475-488). Cambridge University Press, Cambridge.
[7]. Brophy, J. E. (2010). Motivating Students to Learn. Routledge, New York.
[8]. Buck, F. (2015). Get Organized!: Time Management for School Leaders. Routledge.
[11]. Ciesielkiewicz, M. (2019). The use of e-portfolios in higher education: From the students' perspective. Issues in Educational Research, 29(3), 649-667.
[17]. Duda, J. L., Chi, L., Newton, M. L., & Walling, M. D. (1995). Task and ego orientation and intrinsic motivation in sport. International Journal of Sport Psychology, 26(1), 40-63.
[18]. Elliott, K. (2015). Teacher performance appraisal: More about performance or development? Australian Journal of Teacher Education (Online), 40(9), 102-116.
[20]. Galston, W. A. (2001). Political knowledge, political engagement, and civic education. Annual Review of Political Science, 4(1), 217-234.
[25]. Martens, R. L., & Kirschner, P. A. (2004). Predicting intrinsic motivation. In Association for Educational Communications and Technology (pp. 621-630).
[27]. Moidunny, K. (2009). The Effectiveness of the National Professional Qualification for Educational Leaders (NPQEL) (Unpublished Doctoral Dissertation, Bangi: The National University of Malaysia).
[30]. Ryan, R. M., & Deci, E. L. (2002). Overview of selfdetermination theory: An organismic perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of Self-Determination research (pp. 3-33). The University of Rochester Press, Rochester.
[34]. Saqib, M., & Rehman, K. U. (2018). Impact of stress on students academic performance at secondary school level at District Vehari. International Journal of Learning and Development, 8(1), 84-93.
[38]. Van, V. H. (2019). Comparative Buddhism in India, China, Vietnam and the spirit of localization in Vietnamese Buddhism. International Journal of Recent Scientific Research, 10(6), 1-7.
[39]. Wigfield, A., Battle, A., Keller, L. B., & Eccles, J. S. (2002). Sex differences in motivation, self-concept, career aspiration, and career choice: Implications for cognitive development. In A. McGillicuddy-De Lisi & R. De Lisi (Eds.), Biology, Society, and Behavior: The Development of Sex Differences in Cognition (pp. 93-124). Ablex Publishing.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.