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Please use this identifier to cite or link to this item: http://hdl.handle.net/2031/5105

Title: Relationship of Perceived Instrumentality, Future Time Orientation and Students’ Motivation to Learn – A Study of the Associate Degree Students in Hong Kong
Authors: Chak, Hau Yee (戚巧兒)
Department: Department of Applied Social Studies
Issue Date: 2007
Course: SS5790
Programme: PGD Psychology
Supervisor: Dr David Lok
Subjects: Associate degree education.
Degrees, Academic -- China -- Hong Kong.
Abstract: Objective. This study is aimed to examine the relationship of perceived instrumentality and future time orientation (FTO) with motivation of the Associate Degree students in Hong Kong. Method. The present study was a cross-sectional research based on data collected from a self-administered questionnaire survey. Three hundreds and sixty-eight Associate Degree students from a community college of a local university participated in this study. Results. Findings indicated that students’ perceived instrumentality and future time orientation were significantly and positively correlated with their motivation to learn. However, there was no significant interaction effect of the future time orientation and perceived instrumentality on motivation. Besides, male students were reported to have higher level of FTO Involvement and motivation to learn. Regression analysis showed that the THREE MOST IMPORTANT variables in explaining students’ motivation were (1) perceived instrumentality; (2) FTO Speed; and (3) gender. Discussion. It is confirmed with the hypothesis that Associate Degree students will have higher motivation to learn, if they have higher FTO and perceive stronger instrumentality in the program they studied. Among all the factors, perceived instrumentality was the most critical factor for motivation of the Associate Degree students. Nevertheless, it is recommend that government and educators should not limit in positioning the Associate Degree program as instrumental for university placement only. More importantly, it should be positioned as instrumental for future academic/career success and the “whole-person development”.
Appears in Collections:OAPS - Dept. of Applied Social Sciences

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