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The concept of motivation is investigated in various scientific disciplines and primarily focuses on an analysis of “what and why” people do. A large number of research studies focus on performance motivation. Academic motivation is often considered a degree of motivation (amotivation) for study in university students. It includes the causes and reasons explaining why people study (Murton et al. 2008, Paulsen & Feldman, 2005) and becomes the key aspect of academic achievement. The present paper focuses on an analysis of academic motivation among university students in the context of demographic and study variables (type of study, form of study). The research sample consisted of 710 university students (mean age = 22.61, SD = 4.173, range 19-55 years) of whom 116 were male (mean age = 23.34, SD = 3.578, range = 19-42 years) and 594 were female (mean age = 22.47, SD = 4.268, range = 19-55 years). The study was conducted in compliance with applicable ethical principles. The data were obtained by means of the Academic Motivation Scale (AMSC-28, Vallerand, et al., 1992). This is a scale based on the self-determination theory and comprises 28 items divided into 7 subscales assessing 3 types of intrinsic motivation, 3 types of extrinsic motivation, and amotivation. The reliability of the questionnaire reached an acceptable level of ω = .81 (Vallerand, et al., 1992). Statistical methods applied: t-test, Mann-Whitney U test, Pearson correlation analysis, ANOVA. The results of the survey suggest statistically significant differences in the context of gender and age. There are significant differences between men and women in the following dimensions Intrinsic motivation – to know (p = .001, women have a higher score), Extrinsic motivation – identified (p = .003, women have a higher score), and amotivation (p = .003, men have a higher score).
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