What Are University Professors’ Motivations? A Realistic Approach to Self-Perception of a Group of Spanish University Professors Belonging to the G-9 Group of Universities
Abstract
:1. Introduction
2. Theoretical Background
2.1. Fundamentals of Motivation
- Teaching has played a secondary role in the interest of university professors. Traditionally, research activity has been the centre of interest for teachers [23]. Thus, it was assumed that teachers were motivated in their teaching facet.
- The university professors’ opinion has not been considered a priority in education reforms in recent years.
2.2. Factors Determining the Motivation
- The expectations of success in relation to the subjective perception of the probabilities of success in the task (need for power).
- The degree of incentive or challenge involved in a task (need for affiliation).
- Weiner relates motivation to attribution. Attributions influence the expectations of success or failure before a certain task. The attribution of an action can be related to different causes [33].
- Internal or external causes of actions. For example, the teacher’s training preparation may condition his or her attitude or teaching personality, and vice versa.
- Stable or unstable states of the person.
- Controlled or uncontrolled situations.
- Internal or intrinsic motivation: Intrinsic motivation means that the activity in question is carried out for pleasure or for the satisfaction derived from such activity; for example, when the person expresses his/her interest in the work, thus demonstrating an active role in the achievement of his/her aims, aspirations, and goals.
- External or extrinsic motivation: Extrinsic motivation means that the activity in question is carried out as a means to another outcome or due to a sense of duty; for example, when the advantages offered by the activity in question are taken into account, constituting a means to an end and not an end in itself.
2.3. Motivation and the Teaching Profession
2.4. Research Objectives
3. Methodology
3.1. Data Collection
3.2. Sample Description
- Professors (full or part time) from the G9 group of Spanish universities. This group is made up of the following public universities in Spain: Cantabria, Castilla La Mancha, Extremadura, Illes Balears, La Rioja, Navarra, Oviedo, Basque Country, and Zaragoza.
- Professors with a minimum of two full academic years’ teaching experience at the higher education level.
- Professors who had access to the Moodle platform of the G9 group of Spanish universities for carrying out at least one activity of the Teaching Training Service during the 2017–18, 2018–19, and 2019–20 academic years.
3.3. Data Process
4. Results
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Género: ☐ Mujer ☐ Hombre |
Age: |
☐ Menor 30 años ☐ De 30 y 40 años ☐ De 40 y 50 años ☐ Más de 50 años |
Centro donde impartes docencia:………………………………………………… |
☐ Profesor Asociado |
☐ Profesor Ayudante |
Profesor Contratado Doctor |
☐ Profesor Titular o Catedrático |
☐ Otros |
Experiencia y carga docente actual (Nºaños/créditos):………………………………………………………………………… |
Valora la influencia que tienen cada uno de los siguientes ítems en tu ejercicio como profesor universitario. Indica el grado de acuerdo en cada ítem, siendo “0” nada de acuerdo y “10” totalmente de acuerdo |
|
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Title | Category | Frequency (%) |
---|---|---|
Gender | Male | 54 (52.9%) |
Female | 48 (47.1) | |
Age (years) | <30 | 4 (3.9%) |
30–40 | 40 (39.2%) | |
40–50 | 38 (37.3%) | |
>50 | 20 (19.6%) | |
Academic Position | Associate Lecturer | 22 (21.78%) |
Lecturer | 33 (32.67%) | |
Senior Lecturer and Professor | 24 (23.76%) | |
Others | 22 (21.78%) |
Variable | ± SD | Median ± IQR | Min-Max |
---|---|---|---|
Teaching Experience (years) | 12.96 ± 8.12 | 11 ± 12.25 | 2–38 |
Q1 | 8.76 ± 1.40 | 9 ± 2 | 5–10 |
Q2 | 5.09 ± 2.92 | 5 ± 4 | 0–10 |
Q3 | 6.33 ± 3.13 | 7 ± 5 | 0–10 |
Q4 | 8.65 ± 1.68 | 9 ± 2 | 0–10 |
Q5 | 8.48 ± 1.07 | 9 ± 1 | 5–10 |
Q6 | 6.26 ± 2.58 | 7 ± 3 | 0–10 |
Q7 | 7.77 ± 2.40 | 8 ± 3 | 0–10 |
Q8 | 8.51 ± 1.27 | 9 ± 1 | 2–10 |
Q9 | 7.37 ± 2.19 | 8 ± 3 | 0–10 |
Q10 | 8.73 ± 1.34 | 9 ± 2 | 4–10 |
Q11 | 8.14 ± 1.66 | 8 ± 1 | 0–10 |
Q12 | 6.40 ± 2.50 | 7 ± 3 | 0–10 |
Q13 | 3.98 ± 2.88 | 4 ± 4 | 0–10 |
Q14 | 7.33 ± 2.25 | 8 ± 2 | 0–10 |
Q15 | 2.52 ± 2.47 | 2 ± 4.25 | 0–9 |
Q16 | 5.54 ± 2.78 | 5 ± 4.25 | 0–10 |
Q17 | 6.40 ± 2.49 | 7 ± 3 | 0–10 |
Q18 | 7.93 ± 2.3 | 8.50 ± 2.25 | 0–10 |
Q19 | 1.92 ± 2.80 | 0 ± 4 | 0–10 |
Q20 | 1.47 ± 2.49 | 0 ± 2 | 0–10 |
Q21 | 8.27 ± 1.75 | 9 ± 2.25 | 0–10 |
Q22 | 5 ± 3.23 | 5 ± 6 | 0–10 |
Item | Corrected Item–Total Score Correlation (Homogeneity Index) | Cronbach’s Alfa without Element |
---|---|---|
Q1 Compatible with my values | 0.606 | 0.864 |
Q2 Adequate economic level | 0.433 | 0.870 |
Q3 Employability | 0.643 | 0.859 |
Q4 Social utility | 0.508 | 0.866 |
Q5 Appropriate competencies | 0.389 | 0.870 |
Q6 Adequate social level | 0.616 | 0.860 |
Q7 Access to other studies/personal growth projects | 0.550 | 0.863 |
Q8 It allows to help other people | 0.501 | 0.867 |
Q9 Better person | 0.599 | 0.861 |
Q10 Vocation | 0.466 | 0.868 |
Q11 It allows to improve the society | 0.631 | 0.862 |
Q12 Success and recognition | 0.573 | 0.862 |
Q13 Don’t waste the curriculum vitae working outside the university | 0.445 | 0.869 |
Q15 University social recognition | 0.420 | 0.869 |
Q16 I like university | 0.413 | 0.870 |
Q17 The profession is valued positively by society | 0.628 | 0.859 |
Q21 Teaching allows me to help others | 0.410 | 0.869 |
Factor | Eigenvalues | % of Variance Explained | % of Cumulative Variance Explained |
---|---|---|---|
1 | 6.177 | 36.337 | 36.337 |
2 | 2.168 | 12.753 | 49.090 |
3 | 1.558 | 9.166 | 58.256 |
4 | 1.032 | 6.071 | 64.327 |
5 | 0.934 | 5.493 | 69.819 |
6 | 0.833 | 4.903 | 74.722 |
7 | 0.744 | 4.374 | 79.096 |
8 | 0.591 | 3.479 | 82.576 |
9 | 0.560 | 3.293 | 85.869 |
10 | 0.412 | 2.421 | 88.290 |
11 | 0.379 | 2.228 | 90.519 |
12 | 0.358 | 2.104 | 92.622 |
13 | 0.341 | 2.005 | 94.627 |
14 | 0.285 | 1.677 | 96.304 |
15 | 0.248 | 1.462 | 97.766 |
16 | 0.211 | 1.244 | 99.010 |
17 | 0.168 | 0.990 | 100.000 |
Item | Compound | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
Q8 It allows to help other people | 0.893 | - | - | - |
Q21 Teaching allows me to help others | 0.873 | - | - | - |
Q11 It allows to improve the society | 0.631 | - | - | - |
Q4 Social utility | 0.539 | - | - | - |
Q9 Better person | 0.496 | - | - | - |
Q13 Don’t waste the curriculum vitae working outside the university | - | 0.795 | - | - |
Q16 I find the university organisation attractive | - | 0.791 | - | - |
Q15 University social recognition | - | 0.718 | - | - |
Q17 The profession is valued positively by society | - | 0.506 | - | - |
Q2 Adequate economic level | - | - | −0.826 | - |
Q6 Adequate social level | - | - | −0.765 | - |
Q3 Employability | - | - | −0.735 | - |
Q12 Success and recognition | - | - | −0.578 | - |
Q7 Access to other studies/personal growth projects | - | - | −0.577 | - |
Q1 Compatible with my values | - | - | −0.455 | 0.416 |
Q5 Appropriate competencies | - | - | - | 0.885 |
Q10 Vocation | - | - | - | 0.689 |
Item | Gender | p-Value | |
---|---|---|---|
Male (N = 54) | Female (N = 48) | ||
± SD Median ± IQR | ± SD Median ± IQR | ||
Total Score | 118.80 ± 19.95 118 43 ± 30.25 | 115.44 ± 23.83 116.5 ± 31.25 | 0.573 |
F1 | 40.17 ± 5.91 40 ± 5.25 | 41.81± 7.27 43 ± 6 | 0.050 |
F2 | 19.98 ± 6.76 19 ± 6.5 | 16.71 ± 9.12 15 ± 12 | 0.026 |
F3 | 41.63 ± 10.90 42 ± 18.25 | 39.5 ± 11.24 41.5 ± 17.25 | 0.334 |
F4 | 17.02 ± 2.32 18 ± 3 | 17.42 ± 1.97 18 ± 10 | 0.486 |
Q1 | 8.63 ± 1.50 9 ± 2 | 8.92 ± 1.29 9 ± 2 | 0.377 |
Q2 | 5.46 ± 2.96 6 ± 5.25 | 4.67 ± 2.84 5 ± 4 | 0.136 |
Q3 | 6.5 ± 3.03 7 ± 5 | 6.15 ± 3.25 7 ± 5.75 | 0.617 |
Q4 | 8.59 ± 1.50 9 ± 2 | 8.71 ± 1.87 9 ± 2 | 0.365 |
Q5 | 8.43 ± 1.11 8.50 ± 1 | 8.54 ± 1.03 9 ± 1 | 0.606 |
Q6 | 6.70 ± 2.36 7 ± 4 | 5.77 ± 2.74 6 ± 3 | 0.078 |
Q7 | 7.85 ± 2.23 8 ± 3 | 7.69 ± 2.60 8 ± 3 | 0.942 |
Q8 | 8.28 ± 1.32 8 ± 1 | 8.77 ± 1.17 9 ± 2 | 0.021 |
Q9 | 7.15 ± 1.99 7.50 ± 1.75 | 7.63 ± 2.39 8 ± 2 | 0.080 |
Q10 | 8.59 ± 1.47 9 ±2 | 8.88 ± 1.18 9 ± 2 | 0.447 |
Q11 | 8.11 ± 1.34 8 ± 1 | 8.17 ± 1.97 9 ± 1 | 0.277 |
Q12 | 6.48 ± 2.28 7 ± 3 | 6.31 ± 2.75 7 ± 3 | 0.991 |
Q13 | 4.52 ± 2.55 5 ± 3.25 | 3.38 ± 3.13 3 ± 5 | 0.027 |
Q15 | 2.74 ± 2.40 3 ± 4 | 2.27 ± 2.56 1 ± 5 | 0.237 |
Q16 | 6.09 ± 2.33 6 ± 3 | 4.92 ± 3.13 5 ± 5 | 0.059 |
Q17 | 6.63 ± 2.02 7 ± 2 | 6.15 ± 2.93 7 ± 4 | 0.627 |
Q21 | 8.04 ± 1.73 8 ± 2 | 8.54 ± 1.76 9 ± 2 | 0.062 |
Item | Age | p-Value | |||
---|---|---|---|---|---|
<30 (N = 4) | 30–40 (N = 40) | 40–50 (N = 38) | >50 (N = 20) | ||
± SD Median ± IQR | ± SD Median ± IQR | ± SD Median ± IQR | ± SD Median ± IQR | ||
Total Score | 123.8 ± 18.46 117 ± 30.75 | 122.4 ± 20.1 127 ± 31.25 | 111.8 ± 24.1 111 ± 32.25 | 115.9 ± 19.8 115 ± 20 | 0.197 |
F1 | 44.5 ± 6.4 45 ± 11.5 | 40.9 ± 6.48 41.5 ± 7.75 | 40.03 ± 7.45 40.5 ± 7 | 42.05 ± 5.04 41 ± 5.5 | 0.691 |
F2 | 23.75 ± 6.18 23 ± 11.25 | 19.83 ± 7.72 19.5 ± 9.75 | 17.18 ± 8.40 18 ± 7 | 17 ± 8.12 17 ± 11.75 | 0.120 |
F3 | 38.25 ± 10.84 37.5 ± 20.75 | 44.08 ± 9.88 47 ± 17.25 | 37.84 ± 11.7 37 ± 20.25 | 39.5 ± 11.13 41 ± 15.5 | 0.107 |
F4 | 17.25 ± 0.96 17.5 ± 1.75 | 17.58 ± 2.02 18 ± 3 | 16.73 ± 2.32 17 ± 2.5 | 17.35 ± 2.23 18 ± 2.75 | 0.369 |
Q1 | 9.25± 0.96 9.50± 1.75 | 9.15 ± 1.25 10 ± 1 | 8.39 ± 1.55 9 ± 2 | 8.60 ± 1.31 8.5 ± 2 | 0.057 |
Q2 | 3.50± 2.89 3.50 ± 5.50 | 5.05 ± 3.08 5 ± 4.75 | 5.24 ± 2.76 5.50 ± 4.25 | 5.20 ± 3 6 ± 5.75 | 0.698 |
Q3 | 6± 1.16 6 ± 2 | 7.43 ± 2.81 8 ± 3.50 | 5.47 ± 3.21 6 ± 5.25 | 5.85 ± 3.35 6 ± 5.75 | 0.026 |
Q4 | 9.25± 1.50 10 ± 2.25 | 8.73 ± 1.62 9 ± 2 | 8.37 ± 2.02 9 ± 2 | 8.90 ± 0.97 9 ±2 | 0.611 |
Q5 | 8.25± 0.50 8 ± 0.75 | 8.75 ± 0.98 9 ± 2 | 8.26 ± 1.16 8.50 ± 1 | 8.40 ± 1.10 8.50 ±1 | 0.315 |
Q6 | 5.50± 3 5 ± 5.50 | 7.03 ± 2.19 7.50 ± 2.75 | 5.68 ± 2.88 6 ± 3.25 | 6 ± 2.41 6 ± 3 | 0.137 |
Q7 | 7.25 ± 2.06 7 ± 3.75 | 8.65 ± 1.70 9 ± 2 | 7.37 ± 2.59 8 ± 2 | 6.90 ± 2.85 7.50 ± 4.75 | 0.018 |
Q8 | 9 ± 1.41 9.50 ± 2.50 | 8.43 ± 1.58 9 ± 1.75 | 8.34 ± 1.10 8 ± 1 | 8.90 ± 0.72 9 ± 1 | 0.246 |
Q9 | 8.25 ± 2.06 8.50 ± 3.75 | 7.40 ± 2.36 8 ± 3 | 7.37 ± 2.09 8 ± 2.25 | 7.15± 2.16 8 ± 3.75 | 0.809 |
Q10 | 9 ± 1.16 9 ± 2 | 8.83 ± 1.34 9 ± 2 | 8.47 ± 1.43 9 ± 1.25 | 8.95± 1.23 9 ± 1.75 | 0.473 |
Q11 | 9 ± 1.16 9 ± 2 | 8.15 ± 1.55 8 ± 1 | 7.79 ± 1.96 8 ± 2 | 8.60 ± 1.19 9 ± 1.75 | 0.250 |
Q12 | 6.75 ± 2.63 7.50 ± 4.75 | 6.78 ± 2.53 7.50 ± 3.50 | 5.68 ± 2.61 6 ± 4.25 | 6.95± 2.04 7 ± 3 | 0.176 |
Q13 | 5.75 ± 2.50 5.50 ± 4.75 | 4.53 ± 2.92 4.50 ± 4.75 | 3.47 ± 2.94 4 ± 5.25 | 3.50 ± 2.61 3± 3.75 | 0.210 |
Q15 | 2.25 ± 1.50 3 ± 2.25 | 2.60 ± 2.32 2 ± 5 | 2.58 ± 2.83 2 ± 5 | 2.30 ± 2.34 2.50± 3 | 0.957 |
Q16 | 7.25 ± 3.40 8 ± 6.25 | 5.78 ± 2.79 5.50 ± 2.75 | 5.24 ± 2.74 5 ± 5 | 5.30 ± 2.81 5 ± 5 | 0.528 |
Q17 | 8.50 ± 1.29 8.50 ± 2.50 | 6.93 ± 2.42 7.50 ± 2.75 | 5.89 ± 2.61 6.5 ±4 | 5.90 ± 2.25 6.50 ± 3 | 0.044 |
Q21 | 9 ± 1.41 9.50 ± 2.50 | 8.20 ± 1.95 9 ± 2.75 | 8.16 ± 1.81 8 ± 2.25 | 8.50 ± 1.28 9 ± 1 | 0.707 |
Item | Spearman Rho Correlation Coefficient | Rho p-Value | Corrected p-Value |
---|---|---|---|
Q1 | −0.293 | 0.003 | 0.024 |
Q2 | 0.102 | 0.307 | 0.435 |
Q3 | −0.174 | 0.080 | 0.271 |
Q4 | −0.116 | 0.288 | 0.435 |
Q5 | −0.111 | 0.268 | 0.435 |
Q6 | −0.141 | 0.156 | 0.380 |
Q7 | −0.145 | 0.146 | 0.380 |
Q8 | −0.027 | 0.785 | 0.953 |
Q9 | −0.125 | 0.210 | 0.397 |
Q10 | 0.005 | 0.962 | 0.975 |
Q11 | −0.090 | 0.370 | 0.484 |
Q12 | −0.134 | 0.181 | 0.384 |
Q13 | −0.302 | 0.002 | 0.024 |
Q15 | −0.003 | 0.975 | 0.975 |
Q16 | −0.191 | 0.055 | 0.232 |
Q17 | −0.201 | 0.042 | 0.232 |
Q21 | −0.010 | 0.924 | 0.975 |
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Espejo-Antúnez, L.; Corrales-Serrano, M.; Zamora-Polo, F.; González-Velasco, M.; Cardero-Durán, M.d.l.Á. What Are University Professors’ Motivations? A Realistic Approach to Self-Perception of a Group of Spanish University Professors Belonging to the G-9 Group of Universities. Int. J. Environ. Res. Public Health 2021, 18, 7976. https://doi.org/10.3390/ijerph18157976
Espejo-Antúnez L, Corrales-Serrano M, Zamora-Polo F, González-Velasco M, Cardero-Durán MdlÁ. What Are University Professors’ Motivations? A Realistic Approach to Self-Perception of a Group of Spanish University Professors Belonging to the G-9 Group of Universities. International Journal of Environmental Research and Public Health. 2021; 18(15):7976. https://doi.org/10.3390/ijerph18157976
Chicago/Turabian StyleEspejo-Antúnez, Luis, Mario Corrales-Serrano, Francisco Zamora-Polo, Miguel González-Velasco, and María de los Ángeles Cardero-Durán. 2021. "What Are University Professors’ Motivations? A Realistic Approach to Self-Perception of a Group of Spanish University Professors Belonging to the G-9 Group of Universities" International Journal of Environmental Research and Public Health 18, no. 15: 7976. https://doi.org/10.3390/ijerph18157976