Values Affecting Student Motivation: A Case Study

Sahalu Junaidu
sahalu@ccse.kfupm.edu.sa
Information & Computer Science Department
College of Computer Sciences & Engineering
King Fahd University of Petroleum & Minerals (KFUPM)
P. O. Box 1136 Dhahran 31261
Kingdom of Saudi Arabia

Abstract
Motivation is an important element that affects students learning experiences.
Instructors should, therefore, labor to find out values that affect the motivation
of their students so that necessary actions can be taken to ensure students
successful and enjoyable learning experiences.
This paper reports results of a case study conducted at KFUPM regarding values
that affect students attitude towards learning. A questionnaire of a dozen
questions was used in the case study to obtain input from a sample of about 200
undergraduate students who are at various levels of their studies. The results
show good teaching, grades and job consciousness to be the major motivators for
our students.
1. Introduction
High motivation and engagement in learning have consistently been linked to
reduced dropout rates and increased levels of student success (Blank, 1997;
Dev, 1997; Kushman, 2000; Woods, 1995). Yet, keeping students interested
in school and motivating them to succeed are challenges that present
themselves year after year to even the most seasoned teachers. There are
many factors that contribute to students' interest and level of engagement
in learning, and teachers have little control over many of those factors
(Lumsden, 1994). However, research has shown that teachers can influence
student motivation; that certain practices do work to increase time spent on
task; and that there are ways to make assigned work more engaging and
more effective for students at all levels (Anderman & Midgley, 1998; Dev,
1997; Skinner & Belmont, 1991).
Motivation is generally considered being intrinsic or extrinsic. A student who
is intrinsically motivated undertakes an activity "for its own sake, for the
enjoyment it provides, the learning it permits, or the feelings of
accomplishment it evokes" (Mark Lepper 1988). An extrinsically motivated
1
student performs "in order to obtain some reward or avoid some punishment
external to the activity itself," such as grades, stickers, or teacher approval.
This paper seeks to find out how certain motivational values play a role in
the study life of KFUPM students. A questionnaire on motivational elements
was designed for this purpose and distributed to a sample of undergraduate
KFUPM students at various levels in their studies. There were twelve
questions in the questionnaire covering a range of motivational factors. The
respondents in the case study were mainly students from the college of
computer sciences & engineering. There were some students also from the
college of industrial management. The students involved were those
studying the following courses:
ICS 201: Introduction to Computer Science
ICS 202: Data Structures
ICS 342: Computer Network Technologies
ICS 252: Discrete Structures
ICS 491: Machine Learning
About 30% of the respondents completed the questionnaire online and the
remainder completed a hard copy of the questionnaire.
Section 2 of this paper discusses the results of the case study question by
question. Strategies for enhancing student motivation are presented in
Section 3. Section 4 summarizes the paper and Section 5 concludes the
paper with acknowledgement.
2. Students survey
Our case study was based on a survey containing one dozen motivational
questions. Each question has five options numbered 1 to 4 with some reverse
semantic differentials as shown in Table 1.

Response tag Response
0 No response
1 Strongly agree
2 Agree
3 Disagree
4 Strongly disagree
Table 1: Responses and their Tags

Questions for which there were no responses have a tag of zero. A
respondent was required to make a single selection for each question. In
cases where more than one selection was made, the first selection was taken
2
for use in the analysis of the survey results. We discuss results of the
survey in the next twelve subsections.
2.1 Teaching quality value
The main intent of this question is to probe students on the significance of
quality of teaching to their motivation in academic courses. The question
goes as follows:
Q1: Quality of teaching by an instructor is a major reason that makes me
like a course and put more effort in the course.
It is expected that students who are more intrinsically motivated would be
more likely to withstand low-quality teaching than students who are more
extrinsically motivated. Figure 1 depicts results of our students responses
to this question. The results show that about 63% of the respondents
strongly agreeing and about 30% agreeing that they are motivated by quality
of teaching.
Q1: Instructor's teaching quality makes me put more effort
0
10
20
30
40
50
60
70
Strongly
Agree
Agree Disagree Strongly
Disagree
No
Response
P
e
r
c
e
n
t
a
g
e

Figure 1: Effect of Teaching Quality on Student Motivation

These results suggest that instructors should spend more time explaining
why they teach what they teach, and why the topic or approach or activity is
important, interesting and worthwhile. Similarly, instructors should ensure
that assignments are clear, achievable and challenging.
2.2 Caring value
The second question in the survey asks students about the role of
instructors care and concern of their welfare on their interest in the
instructors courses. The statement of the question is:
3
Q2: I easily lose interest in a course if the instructor does not show that he
cares about students.
The results show that about 47% of the respondents strongly agreeing and
about 34% agreeing that they easily loose interest due to uncaring
instructor behavior. About 13% of our sample disagrees and about 5%
strongly disagree to this question. These results are shown on Figure 2.
Q2: I lose interest if Instructor is uncaring
0
5
10
15
20
25
30
35
40
45
50
Strongly
Agree
Agree Disagree Strongly
Disagree
No Response
P
e
r
c
e
n
t
a
g
e

Figure 2: Effect of Uncaring Instructor Behavior on Student Motivation

Motivation literature shows that students respond with interest and
motivation to instructors who appear to be human and caring (Harris, 1991).
Instructors can help produce these feelings by sharing parts of themselves
with students, especially little problems and mistakes they made either as
students or even recently. Such personalizing of the student/instructor
relationship helps students see instructors as approachable human beings
and not as aloof authority figures.
2.3 Grade value
Students who do not yet have powerful intrinsic motivation to learn can be
helped by extrinsic motivators in the form of rewards. For university
students, the most valuable rewards are, arguably, grades. This question
asks students the role that grades play towards their motivation:
Q3: A major reason that makes me put extra effort in a course is to get a
good grade.
Figure 3 shows our students input on how grades play a role in their studies.
4
Q3: I put extra effort to get good grade
0
10
20
30
40
50
60
Strongly
Agree
Agree Disagree Strongly
Disagree
No Response
P
e
r
c
e
n
t
a
g
e

Figure 3: Effect of Grades on Student Motivation

The results show that about 88% of the sample strongly agree or agree that
they put extra effort in a course in order to get good grade. About 11% of
the surveyed population disagree that they put extra effort mainly to earn
grades.
An important point to note is that extrinsic motivators can, over a brief
period of time, produce intrinsic motivation. Everyone, not only students,
likes the feeling of accomplishment and recognition; rewards for good work
produce those good feelings.
2.4 Competition value
While some students may be motivated more by grades value, others may be
motivated more by the love of overcoming challenges, ego involvement
and/or competition with their peers. Here we ask the following question:
Q4: I always want to do better than other students in my class. This is a
strong reason that makes me work harder in my courses.
Majority (about 70%) of the respondents here, as in the preceding three
questions, show that the joy of doing better than others adds to their
motivation. After all, this question has a direct consequence to the question
on grades value because class average is a popular criterion for assigning
grades to students. Thus, a students relative performance among his peers
in a course is inextricably linked to his grade. Figure 4 shows the responses
on this question.
5
Q4: I work hard to do better than my classmates
0
5
10
15
20
25
30
35
40
45
50
Strongly
Agree
Agree Disagree Strongly
Disagree
No Response
P
e
r
c
e
n
t
a
g
e

Figure 4: Effect of Peer Competition on Student Motivation

This figure shows that a sizable number (about 30%) disagree or strongly
disagree that competition with their peers gives them a strong push to
study. Motivation literature is also emphatic about the need to place more
emphasis on task involvement rather than ego involvement (Eccles, Midgeley
and Adler, 1984). Following a standard grading scheme, as opposed to an
averaging scheme, can be used to place more emphasis on task involvement.
2.5 Failure value
Fear of failure is another delicate value that can have a strong effect on
students motivation. Some students may take the negative side of this value
and add more grease to their elbows while others, though motivated, may
take the negative aspect of it and become apathetic.
Q5: Im always afraid of failure. This is why I work very hard in my courses.
Q5: I work to avoid failure
0
5
10
15
20
25
30
35
40
Strongly
Agree
Agree Disagree Strongly
Disagree
No
Response
P
e
r
c
e
n
t
a
g
e

Figure 5: Effect of Fear of Failure on Student Motivation
6
Results on this question, as shown in Figure 5, are almost evenly divided with
about 18% strongly agreeing that they work harder to avoid failure and
about 16% strongly disagreeing. Also about 34% agree to this question while
about 32% disagree.
Raffini (1988) argues that students caught up in a system that dooms them
to failure channel their motivation into behaviors that cover up that failure
and thus protect their sense of self-worth. The philosophy of such apathetic
students becomes Nothing ventured, nothing failed. Educators (parents,
administrators, instructors) should therefore devise strategies that would
remove motivational barriers and help students redirect their behaviors
away from failure-avoiding activities toward academic applications.
2.6 Job value
Just as an overwhelming percentage of students said they study for grades,
perhaps as an end in themselves, about 83% (about 33% strongly agreeing
and 50% agreeing) indicated that that they are motivated to get good
grades as a stepping-stone toward better job prospects. The question asked
is as follows and Figure 6 shows the responses.
Q6: I work hard to get good grades so that I can get good job with the help
of my grades.
Q6: I work hard to get good grades to help me get good job
0
10
20
30
40
50
60
Strongly
Agree
Agree Disagree Strongly
Disagree
No
Response
P
e
r
c
e
n
t
a
g
e

Figure 6: Effect of Grades on Job Prospects on Student Motivation

On the other hand, about 17% of the respondents disagree or strongly
disagree that the effect of their grades on their job prospect is not a
motive for them to work harder.


7
2.7 Parents value
The desire to make parents happy seems to be a major motivator amongst
our students. This desire is, in a number of cases, triggered by some form
of extrinsic motivator like holiday trip, new car etc.
Q7: I put a lot of effort to get good grades to make my parents happy.
Q7: I put effort for good grades to make my parents
happy
0
5
10
15
20
25
30
35
40
45
Strongly
Agree
Agree Disagree Strongly
Disagree
No Response
P
e
r
c
e
n
t
a
g
e

Figure 7: Effect of Parents on Student Motivation
Figure 7 shows that about 37% strongly agree, 42% agree, about 12%
disagree and about 8% strongly disagree that they are motivated to work
hard for the purpose of making their parents happy. One student had no
opinion on this question. We should make efforts to redirect our students
motivation more towards intrinsic values.
2.8 Self-esteem value
Peer praise is another form of extrinsic motivator. Certain students
consider this as a vital need and work hard to actualize it.
Q8: My friends know me as a good student. I work hard to maintain that.
Q8: I work hard to maintain my worth with my
friends
0
5
10
15
20
25
30
35
40
45
Strongly
Agree
Agree Disagree Strongly
Disagree
No
Response
P
e
r
c
e
n
t
a
g
e

Figure 8: Effect of Peer Recognition on Student Motivation
8
As with Question 5 above, Figure 8 shows that students opinion on the
motivational value of this question is almost evenly divided. A total of 94
students agree that peer recognition is a major motivator for them (21 of
them strongly agreeing). On the other hand, 97 students disagree (34
strongly disagreeing) that they are motivated to maintain their self-worth in
the eye of their friends.
2.9 Interest value
In this section we are asking a question that essentially probes students
intrinsic motivation. The question is straight:
Q9. I have a strong interest in learning. This interest is the main push for
me to work hard in my courses.
Q9: I have a strong interest in learning for its own sake
0
5
10
15
20
25
30
35
40
45
Strongly
Agree
Agree Disagree Strongly
Disagree
No
Response
P
e
r
c
e
n
t
a
g
e

Figure 9: Effect of Love of Leaning on Student Motivation
A total of 75 students (about 40%) strongly agree and 69 students (about
36%) agree that the love for learning is a major motivator for their learning.
On the other hand, 40 students (about 21%) disagree and 7 students (about
4%) strongly disagree that love for learning is a major motivator for them
(Figure 9). These figures together with students written comments on
Question 11 are encouraging; only one-quarter of our sample disagreed that
they learn for the enjoyment of learning. We should put extra efforts to
reduce this number further.
2.10 Need value (Relevance)
One of the many issues students always raise, in my experience talking to
students freely, is the relevance issue. A common concern is that students
fail to appreciate the wisdom of requiring them take courses outside their
field of major.
Q10: Im only interested in courses that I know I need later during my job
experience.
9
Q10: I'm only interested in courses that I know I need
later during my job experience
0
5
10
15
20
25
30
35
40
Strongly
Agree
Agree Disagree Strongly
Disagree
No
Response
P
e
r
c
e
n
t
a
g
e

Figure 10: Effect of Course Relevance on Student Motivation
About 56% of the respondents say they agree or strongly agree that they
are motivated to put effort in courses they believe they need later in their
jobs. About 40% of the sample holds the opposite view. There were 3
students that did not respond to this question. The percentage of those
disagreeing with this statement is much lower than what I expected because
many seem to express the same concern that they are not motivated in
courses that they believe do not belong to their program major.
2.11 Other values
In this question the respondents were requested to write down other values
that affect their motivation. Some of the respondents emphasized on one
or more of the values already discussed in the previous subsections. Table 2
shows other statements collected from the completed questionnaires
1
.

Q11: Other reasons that make you like or dislike learning in the university.
Motivators Demotivators
Instructor mastery of subject
To make a (positive) difference in
our Muslim brothers lives
Making learning enjoyable and
challenging
Because Im a Muslim and I have to
work hard for my nation
Money

Pressure of work; many instructors
think that we have only their course
to study!
Major exams, hard exam questions
Unhelpful instructors during their
office hours
Instructors giving low grades
Standard grading policy rather than
grading policy based on averaging
system

1
Some of these statements were edited to correct grammar while preserving the message of the
respondents.
10
Number of students in a class
Homeworks
Grade-centered evaluation rather
than creativity-based evaluation
Taking courses not directly related
to my major. For example, I cannot
see the relation between Java and
my COE major.
Quizzes during exam times
Poor instructor accents, uncaring
instructor attitude
Making a course online
Difficulty of getting good grade in
this university
Theoretical courses that require
memorization like ICS 313
Old (ancient) courses like some 3
rd

and 4
th
level courses


2.12 Values ranking
This question requested students to rank the values that affect their
motivations the most.
Q12: Which of the above factors affects your interest in study most?

Q12: Factor that affect my interest in study the most
0
5
10
15
20
25
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 None
P
e
r
c
e
n
t
a
g
e

Figure 12: Ranking the Motivators

11
Figure 12 shows clearly that the strongest motivators are Question 1
(Section 2.1), followed by Question 9 (Section 2.9), Question 6 (Section 2.6)
followed by Questions 3 and 7 with an equal score. On the other hand, the
weakest motivators are Question 8 (Section 2.8), followed by Question 4
(Section 2.4) followed by Questions 2 and 5 with an equal score.
3. Fostering student motivation
Results of this case study show that our students are highly motivated.
However, a major part of this motivation is due to extrinsic values. We
therefore have to invest to redirect their motivation more towards intrinsic
factors.
It should be emphasized that effective student motivation can best be
fostered by recognizing the need for a collective and collaborative effort of
the major stakeholders--administrators, parents, instructors and students.
This section collects common strategies found in the literature that
educators can exploit and create, nurture and sustain the motivation of their
students for successful academic experience.
Instructor enthusiasm and energy: An instructors enthusiasm is a
crucial factor in student motivation. When an instructor is bored or
apathetic, students tend to become bored and demotivated. In
addition, being energetic in your teaching is a motivating factor in
itself; adding energy to ideas you want to convey will further enhance
learning and commitment to the ideas. Instructors should use positive
emotions to make impressions on certain concepts and make those
concepts memorable. Enthusiastic instructors would be creative in
creating emotions, for example, by doing something unexpected or
even outrageous in order to create excitement for learning. Such
activities make students learn readily and the learning will last much
longer.
De-emphasizing grades: Researchers recommend de-emphasizing
grading by eliminating complex systems of credit points; they also
advise against trying to use grades to control nonacademic behavior
(for example, lowering grades for missed classes) (Forsyth and
McMillan, 1991; Lowman, 1990). Instead, we should emphasize mastery
and learning rather than grades. This can be achieved, for example, by
assigning ungraded work and assisting students to complete such tasks
through continuous feedback. Students will see their mistakes as
acceptable and something to learn from. Basing everything on grades,
12
however, tends to make some students give up rather than risk low
evaluation of their abilitiesrisking their self-worth.
Active learning: One of the major keys to motivation is the active
involvement of students, both mentally and physically, in their own
learning. One strategy is to get students actively and physically
engaged in the lesson like helping the instructor to complete a task on
the board. Such activities tend to boost students self-esteem and,
consequently, increasing their motivation. On the other hand, passivity
dampens students motivation and curiosity.
Satisfying students needs: Attending to need satisfaction is a
primary method of keeping students interested and happy (Harris,
1991). Students basic needs have been identified as survival, love,
power, fun, and freedom. Students need for power and freedom could
be as simple as allowing them choose from among two or three things
to do like choosing between writing an extra paper and taking the final
exam. Many students have a need to have fun, for example by being
noisy and becoming excited. Instructors should avoid suppressing such
needs. They should, instead, design educational activities to fulfill
these needs.
Team work: Human beings are gregarious in nature and like being
around each other (Harris, 1991). We should promote team culture
among our students by designing more team assignments. We can
exploit the benefits of teamwork, where weaker students will learn by
having others help. And, of course, since teaching someone something
is the best way to learn, the students who teach each other will learn
better than if they were learning alone. Such a cooperative
environment will be especially useful to students who find competitive
environments unpleasant or even demotivating.
Attribution retraining (Brophy 1986). This requires senior and
experienced faculty mentoring and helping (unmotivated) students
respond to frustration by tracing their steps to find mistakes or
figuring out alternative ways of approaching a problem instead of
giving up. Discouraged or apathetic students should be helped to
attribute their failures to insufficient effort, lack of information, or
reliance on ineffective strategies rather than lack of ability.
Caring environment. Educators should strive to create a caring and
supportive environment where students feel valued and respected,
and, where learning is expected, respected and recognized. In addition
13
to being excellent teachers, instructors should be active socialization
agents (Brophy 1987) in order to stimulate students motivation to
learn. Instructors should be approachable personally. They should
care about students concerns and goals like asking what students like
most and what their future academic plans are.
Contextualizing learning: Helping students see how skills can be
applied in the real world (Lepper 1988). Verbally noting the purposes
of specific tasks when introducing them to students is also beneficial
(Brophy 1986). Instructors should spend more time explaining why
they teach what they teach, and why the topic or approach or activity
is important, interesting and worthwhile.
Goal-setting: Instructors should help students define tasks in terms
of specific, short-term goals in order to assist students to associate
effort with success (Stipek 1988). In other words, breaking learning
content into small packages that can be conquered and that will in
some way produce a feeling of accomplishment and success will help
motivate students to go forward, even through very difficult material.
Doing so prevents students from becoming overwhelmed and
discouraged by lengthy projects.
Failure to attain unrealistic goals can disappoint and frustrate
students. With careful plan, instructors can give achievable but
challenging tasks to students to stimulate their curiosity and hence,
motivation.
4. Summary & conclusion
This paper presented the result of a case study on values that affect
students motivation at KFUPM. About 200 undergraduate students of the
college of computer sciences & engineering were surveyed for their opinions
on the motivational values in a questionnaire of twelve questions. The results
show that the strongest motivators are quality of teaching, love of learning
for its own sake (intrinsic motivation), value of good grades toward job
prospects. The lowest motivators were peer respect, competition with peers
in the same course and uncaring instructor attitude. In conclusion, the paper
provided some strategies for enhancing student motivation.
5. Acknowledgement
I would like to acknowledge the efforts of my colleagues, Mohammed
Shafique and Krishna Rao with whom initial ideas of this paper were
discussed. They have also helped, including Seyed Mohamed Buhari, in
distributing the questionnaires to their students.
14
I appreciate KFUPMs initiatives for sustaining their efforts of putting in
place programs for advancing teaching and learning in the university. Finally,
I thank the students who took their time to provide honest inputs on the
questionnaire. I also thank the referees for their actions on the paper.
6. Reference
Brophy, J. (1986). On Motivating Students. Occasional Paper No. 101. East Lansing,
Michigan: Institute for Research on Teaching, Michigan State University, October
1986. 73 pages. ED 276 724.
Brophy, J. (1987). Synthesis of Research on Strategies for Motivating Students To
Learn. EDUCATIONAL LEADERSHIP (October 1987): 40-48. EJ 362 226.
Brophy, J. (1988). Socializing Students to Learn. In Advances in Motivation and
Achievement, Vol 5: Enhancing Motivation, edited by Martin L. Maehr and Douglas
A. Kleiber. 181-210. Greenwich, Connecticut: Academic Press, 1987. 335 pages.
Eccles P. J.; C. Midgeley; and T. F. Adler. (1984). Grade-Related Changes in the
School Environment: Effects on Achievement Motivation. In Advances in
Motivation and Achievement, Vol 3: The Development of Achievement Motivation,
edited by John G. Nicholls. Greenwich, Connecticut: Academic Press, 1984. 347
pages.
Lepper, M. R. (1988). Motivational Considerations in the Study of Instruction.
COGNITION AND INSTRUCTION 5, 4 (1988): 289-309.
Raffini, J. (1993). Winners Without Losers: Structures and Strategies for
Increasing Student Motivation to Learn. Boston: Allyn and Bacon, 1993. 286 pages.
Raffini, James P. (1988). Student Apathy: The Protection of Self-Worth.
What Research Says to the Teacher. Washington, DC: National Education
Association, 1988. 36 pages. ED 297 198.
Stipek, D. (1988). Motivation to Learn: From Theory to Practice. Englewood Cliffs,
New Jersey: Prentice Hall, 1988. 178 pages.
Blank, W. (1997). Authentic instruction. In W.E. Blank & S. Harwell (Eds.), Promising
practices for connecting high school to the real world (pp. 15-21). Tampa, FL:
University of South Florida. (ERIC Document Reproduction Service No. ED 407
586)
Dev, P.C. (1997). Intrinsic motivation and academic achievement: What does their
relationship imply for the classroom teacher? Remedial and Special Education, 18(1),
12-19.
Kushman, J.W., Sieber, C., & Heariold-Kinney, P. (2000). This isn't the place for me:
School dropout. In D. Capuzzi & D.R. Gross (Eds.), Youth at risk: A prevention
resource for counselors, teachers, and parents (3rd ed., pp. 471-507). Alexandria,
VA: American Counseling Association.
Woods, E.G. (1995). Reducing the dropout rate. In School Improvement Research
Series (SIRS): Research you can use (Close-up No. 17). Portland, OR: Northwest
15
Regional Educational Laboratory. Retrieved October 2, 2000, from the World Wide
Web: http://www.nwrel.org/scpd/sirs/9/c017.html
Lumsden, L.S. (1994). Student motivation to learn (ERIC Digest No. 92). Eugene,
OR: ERIC Clearinghouse on Educational Management. (ERIC Document Reproduction
Service No. ED 370 200)
Anderman, L.H., & Midgley, C. (1998). Motivation and middle school students [ERIC
digest]. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood
Education. (ERIC Document Reproduction Service No. ED 421 281)
Skinner, E., & Belmont, M. (1991). A longitudinal study of motivation in school:
Reciprocal effects of teacher behavior and student engagement. Unpublished
manuscript, University of Rochester, Rochester, NY.
Harris, R. (1991). Some Ideas for Motivating Students. Downloaded from
http://www.virtualslt.com/motivate.htm
Forsyth, D. R., and McMillan, J. H. (1991). Practical Proposals for Motivating
Students. In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory
to Practice. New Directions in Teaching and Learning, no. 45. San Francisco: Jossey-
Bass, 1991.
Lowman, J. (1990). Promoting Motivation and Learning. College Teaching, 1990,
38(4), 136-39.
Harris, R. (1991). Some Ideas for Motivating Students. Version Date: March 2,
1991. Downloaded from http://www.virtualsalt.com/motivate.htm
16
17

7. Appendix: Questionnaire

Factors that affect my interest in
learning in the university
Strongly
agree
Agree Disagree Strongly
disagree
1. Quality of teaching by an instructor is a
major reason that makes me like a course
and put more effort in the course.

2. I easily lose interest in a course if the
instructor does not show that he cares
about students.

3. A major reason that makes me put extra
effort in a course is to get a good grade.

4. I always want to do better than other
students in my class. This is a strong reason
that makes me work harder in my courses.

5. Im always afraid of failure. This is why I
work very hard in my courses.

6. I work hard to get good grades so that I
can get good job with the help of my grades.

7. I put a lot of effort to get good grades
to make my parents happy.

8. My friends know me as a good student. I
work hard to maintain that.

9. I have a strong interest in learning. This
interest is the main push for me to work
hard in my courses.

10. Im only interested in courses that I
know I need later during my job experience.

11. Other reasons that make you like or
dislike learning in the university.



12. Which of the above factors affects
your interest in study most?
Write the number here: