Relationships Between Calling and Academic Motivation in Post-Secondary Students

Authors

  • Lyndsay A. Woitowicz Trinity Western University
  • José F. Domene University of New Brunswick

Keywords:

calling, academic motivation, post-secondary students

Abstract

The relationships between academic motivation and of sense of calling, gender, type of career aspiration and religious affiliation were examined in a sample of post-secondary students. Data were collected from a sample of 368 students, using an online survey. Results of hierarchical multiple regressions revealed that, after the effects of key individual characteristics were controlled for, the two dimensions of calling were small but significant predictors of academic motivation.  Specifically, each dimension of calling uniquely related to both intrinsic motivation and extrinsic motivation, while solely having a calling was related to amotivation. Additionally, a significant calling by religious affiliation interaction effect emerged for intrinsic motivation, as well as a significant calling by type of career aspiration interaction for amotivation. Results suggest that calling and its interactions with other key variables are important to consider in understanding the academic motivation of post-secondary students.

Author Biographies

Lyndsay A. Woitowicz, Trinity Western University

José F. Domene, University of New Brunswick

Dr Jose Domene is a Canada Research Chair in School to Work Transition, and an Associate Professor in the Faculty of Education at the University of New Brunswick. His primary areas of research are (a) the social contexts of career development, (b) professional issues in counselling and counselling psychology, and (c) health and wellness in young adults.

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Published

2013-06-26

How to Cite

Woitowicz, L. A., & Domene, J. F. (2013). Relationships Between Calling and Academic Motivation in Post-Secondary Students. Canadian Journal of Counselling and Psychotherapy, 47(4). Retrieved from https://cjc-rcc.ucalgary.ca/article/view/60583

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Section

Articles/ Articles