Relationship between Academic Motivation and Perceived Stress: a study with Accounting Science Students
DOI:
https://doi.org/10.51341/1984-3925_2021v24n1a5Keywords:
Motivation, Stress, Students, Accounting SciencesAbstract
Objective: to investigate the relationship between academic motivation and perceived stress in undergraduate Accounting students.
Method: a questionnaire was applied to students of the Accounting Sciences course at a Brazilian public institution, a sample of 404 respondents was obtained. The questionnaire included the Academic Motivation Scale, which was analyzed from the factor analysis, making it possible to identify the motivational factors and the Perceived Stress Scale, which made it possible to identify a stress score that was separated in four levels. To test the investigated relationship, a linear regression model was used, which considered the motivational factors and stress scores.
Originality/Relevance: the study relates stress and motivation, two variables that have already been identified as factors that can affect the academic trajectory, but had been investigated in Accounting courses in isolation.
Results: there was a straight relationship among stress and demotivation and two groups of extrinsic motivation (introjected motivation and identified motivation) and in contrast, an inverse relationship with intrinsic motivation was identified. In addition to it, a higher level of stress was identified in female students.
Theoretical/Methodological contributions: the study brings contributions by showing that motivation, depending on its kind, can positively or negatively affect Accounting students’ stress level. Thus, when considering the characteristics of each motivational group, it is understood that the research findings corroborate the Theory of Self-determination and previous studies, and emphasize the importance of monitoring students during graduation.
Downloads
References
Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3), 189-202. https://doi.org/10.1007/s12144-004-1019-9
Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher education research & development, 35(2), 201-216: http://dx.doi.org/10.1080/07294360.2015.1087474
Bondan, A. P., & Bardagi, M. P. (2008). Comprometimento profissional e estressores percebidos por graduandos regulares e tecnológicos. Paidéia (Ribeirão Preto), 18(41), 581-590. https://doi.org/10.1590/S0103-863X2008000300013
Borges, M. S., Miranda, G. J., & Freitas, S. C. (2017). A teoria da autodeterminação aplicada na análise da motivação e do desempenho acadêmico discente do curso de ciências contábeis de uma instituição pública brasileira. Revista Contemporânea de Contabilidade, 14(32), 89-107. https://doi.org/10.5007/2175-8069.2017v14n32p89
Boruchovitch, E., Bzuneck, J. A. (2004). A motivação do aluno: Contribuições da psicologia contemporânea. (3. ed.) Petrópolis: Vozes.
Bukhsh, Q., Shahzad, A., & Nisa, M. (2011). A study of learning stress and stress management strategies of the students of postgraduate level: a case study of Islamia University of Bahawalpur, Pakistan. Procedia-Social and Behavioral Sciences, 30, 182-186. https://doi.org/10.1016/j.sbspro.2011.10.036
Calais, S. L., Carrara, K., Brum, M. M., Batista, K., Yamada, J. K., & Oliveira, J. R. S. (2007). Stress entre calouros e veteranos de jornalismo. Estudos de Psicologia (Campinas), 24(1), 69-77. https://doi.org/10.1590/S0103-166X2007000100008
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of health and social behavior, 24, 385-396. https://www.jstor.org/stable/2136404
Deci, E. L.; Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York and London: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Dias, J. C. R., Silva, W. R., Maroco, J., & Campos, J. A. D. B. (2015). Escala de Estresse Percebido aplicada a estudantes universitárias: estudo de validação. Psychology, Community & Health, v.4 n.1, p. 1-13, 2015. http://dx.doi.org/10.23668/psycharchives.2277
Faro, A. (2013). Estresse e estressores na pós-graduação: estudo com mestrandos e doutorandos no Brasil. Psicologia: Teoria e Pesquisa, 29 (1), p. 51-60. https://doi.org/10.1590/S0102-37722013000100007
Faro, A., & Pereira, M. E. (2013a). Estresse: Revisão narrativa da evolução conceitual, perspetivas teóricas e metodológicas. Psicologia, saúde & doenças, 14(1), 78-100. Recuperado de http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S1645-00862013000100006&lng=pt&nrm=iso
Faro, A., & Pereira, M. E. (2013b). Medidas do estresse: uma revisão narrativa. Psicologia, Saúde & Doenças, 14(1), 101-124. Recuperado de http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S1645-00862013000100007
Fávero, L. P. L., Belfiore, P. P., Silva, F. L. D., & Chan, B. L. (2009). Análise de dados: modelagem multivariada para tomada de decisões.
Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362. https://doi.org/10.1146/annurev-orgpsych-032516-113108
Guimarães, S. É. R.; Bzuneck, J. A. (2008). Propriedades psicométricas de um instrumento para avaliação da motivação de universitários. Ciências & Cognição, 13(1), 101-113. Recuperado de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1806-58212008000100011
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Porto Alegre: Bookman Editora.
Hamaideh, S. H. (2011). Stressors and reactions to stressors among university students. International journal of social psychiatry, 57(1), 69-80. https://doi.org/10.1177/0020764009348442
Huang, Y., Lv, W., & Wu, J. (2016). Relationship between intrinsic motivation and undergraduate students’ depression and stress: the moderating effect of interpersonal conflict. Psychological reports, 119(2), 527-538. https://doi.org/10.1177/0033294116661512
Joly, M. C. R. A., & Prates, E. A. R. (2011). Avaliação da escala de motivação acadêmica em estudantes paulistas: propriedades psicométricas. Psico-USF, 16(2), 175-184. Recuperado de https://www.scielo.br/scielo.php?pid=S1413-82712011000200006&script=sci_arttext&tlng=pt
Lameu, J. D. N., Salazar, T. L., & Souza, W. F. D. (2016). Prevalência de sintomas de stress entre graduandos de uma universidade pública. Psicologia da Educação, (42), 13-22. http://dx.doi.org/10.5935/2175-3520.20150021
Leal, E. A., Miranda, G. J., & Carmo, C. R. S. (2013). Teoria da autodeterminação: uma análise da motivação dos estudantes do curso de ciências contábeis. Revista Contabilidade & Finanças, 24(62), 162-173. https://doi.org/10.1590/S1519-70772013000200007
Lens, W., Matos, L., & Vansteenkiste, M. (2008). Professores como fontes de motivação dos alunos: o quê e o porquê da aprendizagem do aluno. Educação, 31(1), 17-20. Recuperado de http://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/viewFile/2752/2100
Luft, C. D. B., Sanches, S. D. O., Mazo, G. Z., & Andrade, A. (2007). Versão brasileira da Escala de Estresse Percebido: tradução e validação para idosos. Revista de Saúde Pública, 41(4), 606-615. https://doi.org/10.1590/S0034-89102007000400015
Monroe, S. M. (2008). Modern approaches to conceptualizing and measuring human life stress. Annu. Rev. Clin. Psychol., 4, 33-52. https://doi.org/10.1146/annurev.clinpsy.4.022007.141207
Oliveira, P. A.; Theóphilo, C. R.; Batista, I. V. C.; Soaras, S. M. (2010). Motivação sob a perspectiva da teoria da autodeterminação: um estudo da motivação de alunos do curso de ciências contábeis da Universidade Estadual de Montes Claros. Anais Eletrônicos do VII Congresso USP de Inciação Ciêntifica em Contabilidade. São Paulo: Universidade de São Paulo. Recuperado de https://congressousp.fipecafi.org/anais/artigos102010/402.pdf
Ribas, F. C. (2008). Variações motivacionais no ensino de inglês em contexto de escola pública (Tese de Doutorado em Estudos Linguísticos). Universidade Estadual Paulista Júlio de Mesquita Filho, São José do Rio Preto, Brasil. Recuperado de https://repositorio.unesp.br/handle/11449/103521
Ribeiro, I. J., Pereira, R., Freire, I. V., de Oliveira, B. G., Casotti, C. A., & Boery, E. N. (2018). Stress and quality of life among university students: A systematic literature review. Health Professions Education, 4(2), 70-77. https://doi.org/10.1016/j.hpe.2017.03.002
Sancovschi, M., Fernandes, L. D. J. D., & Santos, A. D. S. (2010). Custos Pessoais do Empenho Imoderado de Alunos de Cursos de Graduação em Contabilidade nos Estágios: A Relação entre Empenho dos Alunos, Sobrecarga de Trabalho, Estresse no Trabalho e Aspectos Significativos da Vida Acadêmica. Sociedade, Contabilidade e Gestão, 4(1), 142-157. https://doi.org/10.21446/scg_ufrj.v4i1.13173
Silva, T. D., Pereira, J. M., & Miranda, G. J. (2018). O estresse em graduandos de Ciências Contábeis e Administração. Advances in Scientific and Apllied Accounting, 11(2), 330-350. http://dx.doi.org/10.14392/asaa.2018110208
Sobral, D. T. (2003). Motivação do aprendiz de medicina: uso da escala de motivação acadêmica. Psicologia: teoria e pesquisa, 19(1), 25-31. https://doi.org/10.1590/S0102-37722003000100005
Talwar, P.; Kumaraswamy, N.; & Fadzil, M. A. (2013). Perceived social support, stress and gender differences among university students: A cross sectional study. Malaysian Journal of Psychiatry, 22(2), 42-49. Retrieved from https://www.mjpsychiatry.org/index.php/mjp/article/view/260
Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 21(3), 323-349. Retrieved from https://psycnet.apa.org/fulltext/1990-77375-001.html
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
Viana, N. (1990). Variabilidade da motivação no processo de aprender língua estrangeira na sala de aula (Dissertação de Mestrado em Linguística Aplicada). Universidade Estadual de Campinas, Campinas, Brasil. Recuperado de http://repositorio.unicamp.br/handle/REPOSIP/269405
Wynaden, D., Wichmann, H., & Murray, S. (2013). A synopsis of the mental health concerns of university students: Results of a text-based online survey from one Australian university. Higher Education Research & Development, 32(5), 846-860. https://doi.org/10.1080/07294360.2013.777032
Downloads
Published
How to Cite
Issue
Section
License
The authors hold the copyright to their article and grant the Journal of Accounting, Management and Governance the exclusive rights of first publication (including communication to the public and reproduction), with the work simultaneously licensed under the Creative Commons Attribution Non-Commercial 4.0 International License (CC BY-NC).
This license allows third parties to remodel, adapt, and create from the published work, as long as it is for non-commercial purposes, giving due credit for authorship and initial publication in this journal.
Authors are permitted to enter into additional separate agreements for non-exclusive distribution of the version of the work published in this journal (e.g., publish in an institutional repository, on a personal website, publish a translation, or publish a book chapter), with acknowledgment of authorship and initial publication in this journal, provided there is no commercial use/distribution.
