Προπτυχιακά μαθήματα για τον ελληνικό χορό στο Ε.Α.Π. και το Δ.Π.Θ. Ο ρόλος της παρακίνησης

Abstract

Using as a framework the theory of self-determination the aim of the study was to evaluate student’s motivation and how it differentiated from their participation in two different undergraduate educational programs for Greek dance. The sample of the research was 227 students. 98 participated in the course of “Arts II: Overview of Greek Music and Dance” of the Hellenic Open University (H.O.U.) and 129 were students of the Faculty of Physical Education and Sports Sciences of Democritus University of Thrace (D.U.Th.). The questionnaire of "Situational Motivation Scale" (SIMS) (Guay et al., 2000) as modified for the Greek population (Papaioannou et al., 2007) was used. The  questionnaire includes four factors: intrinsic motivation, identified regulation, external regulation, and amotivation. The results show high values for intrinsic motivation and identified regulation. In middle levels ranging external regulation and low values shows the amotivation. Differences presented between students of the two universities on the intrinsic motivation and identified regulation, with the H.O.U. students show higher values, as well as to external regulation, the D.U.TH. students show higher values. No differences were found for amotivation. In conclusion, the different educational methodology, the curriculum and the age of students are factors which can be attributed the differences on motivation for their studies. The findings allow a better understanding of the motivation process.