The relationship between adult students’ motivation to participate in master’s programs and academic performance: Differences between traditional and non-traditional students

Introduction

In graduate part-time programs, the vast majority of students are adults who are interested in gaining a competitive advantage in the job market by developing their human capital and advancing their professional careers. A key factor in this stage is the individual student’s desire to attain personal goals while simultaneously meeting the knowledge requirements of a certain institution in a particular subject, which comes into play (Francois, 2014). During the first decade of the twenty-first century, the number of people enrolling in higher education increased significantly (Carreira & Lopes, 2021), reaching a record high (Yoo & Huang, 2013). Four-year college and university enrolment is growing at a higher rate than it did during the previous decade, particularly among students aged 25 and over (Bunce & Bennett, 2021). In this regard, Vanslambrouck et al. (2018) and Holder (2007) believe that the large number of adult learners who are motivated to continue their education is a result of a range of variables, including the economy, job market conditions, and distant learning. Individuals who are interested in being more visible and marketable in today’s highly competitive professional climate, whether for financial gain or professional advancement, are driven to pursue more education.

Adult students are increasingly enrolling in higher education, and academics are examining the reasons that inspire them, the value they offer to their studies, and the demands and requirements that develop as a result of their participation in higher education (Assari, 2019; Thunborg & Bron, 2019).). Numerous scholars have examined methods for enhancing students’ academic performance (Richardson & King, 1998); Malik et al., 2020). Academic performance is contingent upon a learner’s motivation. In regard to the self-determination theory, extrinsic motivation refers to actions motivated by self-interest in order to accomplish a goal, whereas intrinsic motivation refers to self-interested activities (Kara et al., 2019). According to the concept, external motivation may be impacted by the environment. As per the findings of MacDonald (2018), external incentives, which can either increase or decrease motivation, erode self-determination. Re-enrollment of non-traditional students occurs for a variety of reasons, including personal obstacles, job changes, and professional pressure (Dewi, Marlina, & Supriyono, 2019). As a result, non-traditional students’ motives are more complicated, including a unique combination of internal and external incentives. On the other hand, earlier theoretical analyses mostly ignored the expanding number of non-traditional students (Mukhalalati & Taylor, 2019). Students enrolled in non-traditional master’s programs are on the point of dropping out. As a result, non-traditional pupils require extra consideration.

As such, the goal of this research is to give suggestions to higher education institutions regarding educational programs and services that will best fulfill the requirements of this specific demographic of students, as well as to the broader public, on the basis of the present paper. Despite the fact that motivation has a huge influence on adult learners, research has repeatedly found a positive and healthy relationship between learners’ motivated levels and their capacity to learn in traditional classroom environments (Littenberg-Tobias & Reich, 2020). The number of individuals obtaining master’s degrees has risen considerably in recent years (Yang, Zhang, & Sheldon, 2018). Non-traditional students are enrolling in higher numbers in master’s programs than regular students. Non-traditional students go back to tertiary institutions including graduate colleges for a myriad of reasons. This pattern suggests population growth, but it also places a strain on higher education (Jiang & Koo, 2020). While many students enroll in college each year, not all of them complete their education. On the other hand, Brücknerová et al. (2021) found that non-traditional learners display a completion rate that is roughly half that of conventional students. Academically, conventional and non-traditional students perform differently, as seen by the master’s pass rate.

Using self-determination theory, I’ll compare and contrast the motivations of conventional and non-traditional students examining the link between internal and external motivation, as well as the motivational differences between conventional and non-traditional students. Postgraduate courses should be redesigned to better reflect students’ motivations for learning in order to fulfill the academic standards of both conventional and non-traditional students (Alshebou, 2019; Dotta, Leite, & Lopes, 2021). Schools and organizations may leverage the motivational differences between various groups to boost student engagement and academic achievement. Thus, comparing non-traditional students’ motivations to those of conventional students can contribute in the construction of a curriculum that benefits both regular and non-traditional students.

Literature review

Leadership in the education sector throughout the world is becoming increasingly concerned means to guarantee that learning successfully occurs in the educational scene in order to attain academic success and related pursuits. The Self-Determination Theory (SDT) is a prominent theory of motivation that tackles questions of extrinsic and intrinsic motivation as well as the link between the two (Salikhova, Lynch, & Salikhova, 2020). Academic motivation, it is claimed, is a term that has emerged as a result of SDT research. When it comes to accomplishing academic goals, motivation is driven by a want to begin, maintain, and finish actions that are geared toward reaching those goals (Howard et al., 2021). Motivation is defined by Walker et al. (2021) as the desire to begin, maintain, and complete activities that are geared toward achieving those goals. As a result, De Smedt et al. (2020) argue that the influencers of one’s conduct, including one’s choice of employment, are collectively referred to as motivation in this context. Student motivational beliefs are the most important factors in academic accomplishment for students of all ages and backgrounds because they have an influence on the amount of time and effort a student will put forth, as well as how much excitement he or she will show for their academic work (Messineo, Allegra, & Seta, 2019). Research involving students from a varied variety of cultural backgrounds and at various stages of their academic development, among other findings, has undoubtedly established the importance of motivation in academic accomplishment (Narendran et al., 2018; Mackenzie, Karaoylas, & Starzyk, 2018). A source of worry is that there has only been a limited amount of study on form four possibilities in developing countries, which is an issue (Messineo, Allegra, & Seta, 2019). Even in the face of overwhelming evidence to the contrary, a lack of academic drive and professional desire is a severe problem for a huge proportion of high school pupils, according to one study.

Motivation helps learners to improve their academic performance and has an impact on overall drive to attain related goals. Specifically, extrinsic motivation may motivate children to achieve greatness (Tang, Wang, & Guerrien, 2020). Internal and external motivation have different effects on academic achievement. A wide spectrum of academic accomplishments comes with a wide range of social duties and social experiences. Academics have always ignored the distinctions between conventional and non-traditional pupils (Fernandez, 2012). Several research have looked at the motivation of non-traditional students to study (Adams & Corbett, 2010). For a variety of reasons, non-traditional students pursue master’s degrees including their professional objectives, intellectual curiosity, and educational preparation (Taylor & House, 2010). According to research by Bamber and Tett (2000), it is demonstrated that academic aims lead to different research motivations.

According to current study, those who are motivated set high professional goals for themselves, achieve higher grades, cheat and procrastinate less, and suffer from less academic burnout (Hegarty, 2011). However, a small number of carefully chosen studies revealed no convincing evidence that increasing objectives and drive may contribute to increased school accomplishment, despite the fact that certain children tend to have expectations that are far higher than what the job market can deliver (Dos Santos, 2020). Furthermore, having high professional expectations and motivation but not being able to meet them would have a detrimental influence on students. LaBrie et al. (2012) indicate that this would lead to disappointment, dissatisfaction, and social disengagement, or at the very least would result in the student having a “lost talent.” Academic motivation studies regularly reveal that after learners make the transition from elementary to secondary education, their drive to succeed academically drops (Bye, Pushkar, & Conway, 2007). Despite the fact that this is a critical phase for developing the skills and developing a professional identity that are essential to be successful in the adult world of work, this is the case as evident in several studies (Salameh et al., 2014). It is possible that this shift and increased scholastic expectations will be a debilitating and stressful experience for young students (Böke et al., 2019), who are still developing in all areas of their lives: physically, intellectually, mentally, and socially (Morris, 2019). As a result, their interest and attention will be diverted in a variety of directions. A academic issues today for learners is the lack of motivation to pursue academic interests in school. Findings from Demir and Kutlu (2018) and Isik et al. (2018) indicate that a statistically significant difference exists between male and female students when it comes to academic motivation, with females being proven to be more intrinsically and extrinsically motivated than boys overall (Marshman et al., 2018). Future studies should investigate the disparities between men and women in terms of academic motivation and the differences in age, so as to better understand the most effective motivating elements for each different situations.

Research Aim

This study’s goal is to examine the link between students’ internal and external motives for enrolling in master’s degrees and academic achievement. A group of Southampton adult postgraduate students. Nontraditional students are those who have returned to postgraduate studies after a long time of job experience. Before screening the experimental samples, a demographic information statistical table is given to pick eligible study objects. Previous research on learning motivation and academic achievement has revealed that motivated students are more likely to succeed (Salikhova, Lynch, & Salikhova, 2020). Students as adults reflect on their social experiences and make judgments regarding their learning process in higher education, especially at the master’s level (Messineo, Allegra, & Seta, 2019). Thus, master level students’ desire to engage in the course is more complex, and earning the degree is difficult. In light of the present master student crisis, it would be good to explore the link between motivation and academic achievement of master students. Also, non-traditional students are increasingly enrolling in higher education. Still, several universities have been accused for ignoring this group’s demands (Mackenzie, Karaoylas, & Starzyk, 2018). Varied students have different expectations of higher education (Carreira & Lopes, 2021). Less than half of non-traditional students complete a degree (Howard et al., 2021). Thus, comparing conventional and non-traditional students’ learning motivation helps comprehend non-traditional students’ learning expectations and difficulties. This research will assist conventional and non-traditional students establish a classroom favorable to shared growth. Schools can also give extra educational assistance depending on the two types of students’ motivations to help them finish their master’s degree.

Research questions

1.What are the main motivations for adult students to participate in course learning?

2.What is the relationship between learning motivation and academic performance of students enrolled in master’s programs? Analyze from the aspect of internal motivation and external motivation.

3.Is there a significant difference in motivation orientation between traditional students and non-traditional students?

Research Design

From the research aim and questions, it is clear that the study requires a mixed-methods research design in order to have a broader exploration and examination of the relationship between adult students’ motivation to participate in master’s programs and academic performance. In order to determine and document the differences between traditional and non-traditional students, both qualitative and quantitative approaches will be required.

In the mixed-method approach, a quantitative stage will initially be used to research the relationship between adult students’ motivation to participate in master’s programs and academic performance. By assessing and quantifying the data obtained through diverse approaches, quantitative research is a strategy for producing trustworthy and reliable result data. As well as explaining why data is gathered, it may also give an explanation for how the data is statistically managed. This section also includes information on the findings of the research in terms of relationships, in addition to information on incidents that happened unexpectedly throughout the data collection procedure. The research, in particular, explains why the outcomes of both planned and real analyses differ from one another in terms of quality and consistency. A reasonable grasp of how to cope with missing data and why this does not impair the quality of the study’s analysis is mentioned in Rashid and Sipahi (2021) research study as a key reason to employ quantitative approaches. Because it facilitates in the collecting of objective and trustworthy data, quantitative research is crucial because it allows for the presentation of material that is both logically organized and comprehensive while emphasizing the most relevant conclusions.

Because it is used to investigate research concerns Shekhar et al. (2019), quantitative research has a significant impact on the field of science, especially in this research study that will explore variant reasons for enrolling in a masters’ program and academic performance. Using it will assist in the combination of major themes and the construction of believable notes on studies that have utilized the same type of investigation and inquiry as the present study will be more successful. For instance, Armstrong et al. (2020) investigated the factors influencing enrollment of individuals above 40 years to a masters’ program, using a quantitative approach to inform the study. A valid note is also made in the research study about important gaps in the information that has been gathered, as well as how the research study could be able to fill in the gaps that have now been identified and give suitable explanations about previously known information (Rashid and Sipahi, 2021). In order to accurately depict the theoretical framework stated in the study, quantitative research is conducted in order to offer an outline of the theory linked with the study. Aside from that, it gives critical explanations of difficult or unfamiliar phrases, ideas, concepts, and theories that are relevant to the research issue as well as the essential prior knowledge to enable the research problem to be better identified and placed in the right context.

The quantitative research may be used to develop an educated assessment of the ways that will be used to get the results of the research problem as a result of the quantitative research. Due to the fact that quantitative research provides information regarding the study’s objectives, as well as how these objectives will be achieved through the application of quantitative research (Rashid and Sipahi, 2021). One of the most important aspects of quantitative research is that it is incredibly beneficial in the study of samples and populations, which makes it extremely important. The document goes into great detail about important subjects such as where the data originated from, what gaps exist in the data, how robust the data is, and what was omitted from the data study (Shekhar et al., 2019). It is crucial to describe the technique used to choose the participants, as well as to define the tactics and tools that the researcher is applying in order to obtain the data. Defining the variables under consideration, providing a thorough description of the applicable technique for gathering relevant data, and mentioning important criteria such as whether the data was previously available or acquired by the researcher are all essential when conducting quantitative research of any kind.

Including specifications and explaining what type of instrument is used in the data collection as well as why it is utilized in quantitative research when writing a research proposal is an important part of research. It allows for the discussion of any limits or discrepancies in the data collection processes that may have happened throughout the data collection process, if any (Rashid and Sipahi, 2021). When adopting the quantitative approach, the findings of the inquiry are put down in a precise and entirely objective manner, allowing for further investigation (Shekhar et al., 2019). The use of visual aids (charts and tables) is intended to supplement the written description of the accessible result with extra information, which is used to enhance the overall description of the available result. The author also goes over important themes in detail, helping the reader to have a deeper comprehension of the facts and information that is being provided to them.

Having looked at the quantitative phase, the qualitative stage of the research design is also equally important. When used in conjunction with qualitative research methods, it is possible to uncover the experiences and interpretations of participants who have a wide range of interests and responsibilities, to give voice to those who might not otherwise be heard, and to begin the process of generating hypotheses and theories that will eventually lead to an understanding of phenomena (Underwood, Kowalczuk-Waldziak, & Barrow, 2020). In certain cases, qualitative and quantitative approaches can be used in conjunction with one another, while in others they can be employed in succession with one another or in tandem with one another. The most effective qualitative research is thorough and complete in its methodology (Braun et al., 2020), with the goal of reducing prejudice and inaccuracy while simultaneously uncovering data that contradicts original or emergent ideas, as well as evidence that validates them.

Qualitative approaches are used to answer questions about one’s own experience, meaning, and point of view. These techniques are most frequently adopted from the perspective of a research project, study, or experiment participant (Richards & Hemphill, 2018). A long history of difficulties in counting and quantifying some types of data may be traced back to the beginning of time. Underwood, Kowalczuk-Walędziak, & Barrow (2020) summarizes that among the qualitative research techniques are: small-group discussions, semi-structured open-ended interviews, in-depth open-ended interviews, and textual analysis.

In this study, qualitative methodologies were used to identify possible obstacles in the learning process for returning students. Participants in small-group discussions were given the opportunity to express their own hesitation, which resulted in the implementation of a new strategy. In order to have a truly comprehensive grasp of a topic, issue, or meaning, qualitative research must begin with first-person experience of the topic, issue, or meaning. This is made feasible by the employment of a sample base that is both small and narrowly targeted. The depth of the results, rather than the quantity of discoveries that have been made, is more important in qualitative data collecting because it might take a long time to acquire. It is your goal to discover out why and how something happened if you are engaged in qualitative investigation.

Mixed methods research combines qualitative and quantitative research procedures to take use of the finest aspects of both. Despite the lack of a common definition, academics highlight the basic characteristic of mixed methods research by stating that in a single research project, both qualitative and quantitative strands of data are gathered, processed, and then merged to answer the research question (either simultaneously or sequentially) (Richards & Hemphill, 2018). Rather than seeing the world through a binary lens of quantitative or qualitative research, a strategy that draws on the capabilities of both quantitative and qualitative research might help to progress the academic debate (Braun et al., 2020). The current study uses an exploratory sequential mixed method research design to keenly explore and understand the relationship between adult students’ motivation to participate in master’s programs and academic performance.

Data Analysis

When doing a mixed analysis, the goal is to combine quantitative and qualitative analytical approaches into a unified framework that may be guided a priori, a posteriori, or in an iterative fashion, depending on the scenario (representing analytical judgments made both before and during the investigation (Blitstein, Frentz, & Jilcott Pitts, 2020)). For example, it might be based on one of the current mixed methods research paradigms, and it could fulfill one or more of the rationales/objectives listed in the objectives and research questions. As suggested by the study design, the quantitative investigation will give both descriptive and inferential data, but the qualitative investigation will be primarily focused with theme analysis. Despite the fact that they will be addressed separately at each stage, the primary conclusions from each phase will be brought together in the debate that follows.

In the quantitative approach, descriptive statistics will be used to address the very first study question. A descriptive statistic is a type of statistical analysis that allows researchers to quantify and identify the underlying qualities of a data set (Jeevan et al., 2019). As a result, descriptive statistics serve as the foundation for data analysis, allowing researchers to organize, simplify, and synthesize information that would otherwise be difficult to interpret and synthesize. There is no limit to how extensive or complicated a data collection is; it may be reduced to a set of statistics that give valuable information about the population under investigation, even if the collection comprises hundreds of thousands of unique data points or observations (Taheri, Jami Pour, & Asarian, 2019). Furthermore, descriptive statistics are used to establish whether or not advanced statistical tests are appropriate in the context of a certain situation. The researcher is not permitted to make presumptive generalizations about the population of interest using descriptive statistics (Amrhein, Trafimow, & Greenland, 2019); but, inferential statistics permit researchers to make such generalizations about the population of interest.

In the next step, the study will go on to the second research topic, which will involve determining the relationships between variables through the use of correlation analysis techniques. From correlational research, there is provision to obtain far more information than they would be able to obtain through a trial study. Aside from that, because correlational research is frequently carried out outside of a laboratory setting, the results are more relevant to real-world situations than those gained through other approaches (Rehfeld et al., 2011). Another benefit of correlational research related to the present study is the potential to do a significant amount of further research as a result of the results of the inquiry.

The Spearman’s rank correlation will be used to examine the difference in motivation orientation between conventional and non-traditional students based on their academic achievement for the final research question. Spearman rank correlation coefficient, which is used to establish a link between two variables, measures the degree of linear association between the variables’ ranks (Gauthier, 2001).

The qualitative stage will continue concurrently with the other phases outlined above after the data for the initial interview has been gathered and analyzed. As a result of the transcription of each interview, coding will be applied to the huge amount of textual material in order to begin the inductive process of identifying and grouping thoughts that are similar to those that were heard during the interview. The foundation of a qualitative research endeavor is constructed on open-ended questions. It has the ability to capture information in a unique and memorable manner. In contrast to polling, which asks questions with only certain answers, qualitative research allows people to be themselves while participating in the study (Braun et al., 2020). As a result of these advancements, researchers are better equipped to assess methods with more precision than they were previously. They can listen to the recordings if they require further information in the future. Though it is revealed by this research that there is no statistical representation for qualitative data, this research also solves this constraint by allowing for the collection of extensive information.

The qualitative research approach does not necessitate the adoption of a specific data gathering pattern or format in order to be effective. When it comes to information dissemination, the quality and amount of data collected have an influence on the quality and quantity of information that may be shared with the public (Braun et al., 2020). Researchers who believe their efforts are not yielding helpful findings may make urgent adjustments to their procedures in order to improve the situation. More possibilities for fresh information collection occur when this technique is employed as opposed to other ways of collection.

Concluding Statement

The current research study aims to cover research gaps not just via the use of a mixed methods design but also in relation to its goal to better understand the relationship between adult students’ motivation to participate in master’s programs and academic performance. Gaps are also covered through an understanding of the differences between traditional and non-traditional students. By establishing relationships and highlighting the said differences, the study will assist universities to best focus their programs on specific groups while understanding what motivates students to participate in various forms and formats.

References

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Alshebou, S. M. (2019). Non-Traditional Students in a Traditional College–A Feminist Perspective. International Education Studies, 12(7), 28-41.

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Armstrong, M., Kupeli, N., Flemming, K., Stone, P., Wilkinson, S., & Candy, B. (2020). Complementary therapy in palliative care: A synthesis of qualitative and quantitative systematic reviews. Palliative medicine, 34(10), 1332-1339.

Assari, S. (2019). Parental educational attainment and academic performance of American college students; Blacks’ diminished returns. Journal of Health Economics and Development, 1(1), 21.

Bamber, J., & Tett, L. (2000). Transforming the learning experiences of non-traditional students: A perspective from higher education. Studies in continuing education, 22(1), 57-75.

Blitstein, J. L., Frentz, F., & Jilcott Pitts, S. B. (2020). A mixed-method examination of reported benefits of online grocery shopping in the United States and Germany: Is health a factor?. Journal of Food Products Marketing, 26(3), 212-224.

Böke, B. N., Mills, D. J., Mettler, J., & Heath, N. L. (2019). Stress and coping patterns of university students. Journal of College Student Development, 60(1), 85-103.

Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2020). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 1-14.

Brücknerová, K., Rozvadská, K., Knotová, D., Juhaňák, L., Rabušicová, M., & Novotný, P. (2021). Educational trajectories of non-traditional students: Stories behind numbers. Studia paedagogica, 25(4), 93-114.

Bunce, L., & Bennett, M. (2021). A degree of studying? Approaches to learning and academic performance among student ‘consumers’. Active Learning in Higher Education, 22(3), 203-214.

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The relationship between adult students’ motivation to participate in master’s programs and academic performance: Differences between traditional and non-traditional students

Introduction

In graduate part-time programs, the vast majority of students are adults who are interested in gaining a competitive advantage in the job market by developing their human capital and advancing their professional careers. A key factor in this stage is the individual student’s desire to attain personal goals while simultaneously meeting the knowledge requirements of a certain institution in a particular subject, which comes into play (Francois, 2014). During the first decade of the twenty-first century, the number of people enrolling in higher education increased significantly (Carreira & Lopes, 2021), reaching a record high (Yoo & Huang, 2013). Four-year college and university enrolment is growing at a higher rate than it did during the previous decade, particularly among students aged 25 and over (Bunce & Bennett, 2021). In this regard, Vanslambrouck et al. (2018) and Holder (2007) believe that the large number of adult learners who are motivated to continue their education is a result of a range of variables, including the economy, job market conditions, and distant learning. Individuals who are interested in being more visible and marketable in today’s highly competitive professional climate, whether for financial gain or professional advancement, are driven to pursue more education.

Adult students are increasingly enrolling in higher education, and academics are examining the reasons that inspire them, the value they offer to their studies, and the demands and requirements that develop as a result of their participation in higher education (Assari, 2019; Thunborg & Bron, 2019).). Numerous scholars have examined methods for enhancing students’ academic performance (Richardson & King, 1998); Malik et al., 2020). Academic performance is contingent upon a learner’s motivation. In regard to the self-determination theory, extrinsic motivation refers to actions motivated by self-interest in order to accomplish a goal, whereas intrinsic motivation refers to self-interested activities (Kara et al., 2019). According to the concept, external motivation may be impacted by the environment. As per the findings of MacDonald (2018), external incentives, which can either increase or decrease motivation, erode self-determination. Re-enrollment of non-traditional students occurs for a variety of reasons, including personal obstacles, job changes, and professional pressure (Dewi, Marlina, & Supriyono, 2019). As a result, non-traditional students’ motives are more complicated, including a unique combination of internal and external incentives. On the other hand, earlier theoretical analyses mostly ignored the expanding number of non-traditional students (Mukhalalati & Taylor, 2019). Students enrolled in non-traditional master’s programs are on the point of dropping out. As a result, non-traditional pupils require extra consideration.

As such, the goal of this research is to give suggestions to higher education institutions regarding educational programs and services that will best fulfill the requirements of this specific demographic of students, as well as to the broader public, on the basis of the present paper. Despite the fact that motivation has a huge influence on adult learners, research has repeatedly found a positive and healthy relationship between learners’ motivated levels and their capacity to learn in traditional classroom environments (Littenberg-Tobias & Reich, 2020). The number of individuals obtaining master’s degrees has risen considerably in recent years (Yang, Zhang, & Sheldon, 2018). Non-traditional students are enrolling in higher numbers in master’s programs than regular students. Non-traditional students go back to tertiary institutions including graduate colleges for a myriad of reasons. This pattern suggests population growth, but it also places a strain on higher education (Jiang & Koo, 2020). While many students enroll in college each year, not all of them complete their education. On the other hand, Brücknerová et al. (2021) found that non-traditional learners display a completion rate that is roughly half that of conventional students. Academically, conventional and non-traditional students perform differently, as seen by the master’s pass rate.

Using self-determination theory, I’ll compare and contrast the motivations of conventional and non-traditional students examining the link between internal and external motivation, as well as the motivational differences between conventional and non-traditional students. Postgraduate courses should be redesigned to better reflect students’ motivations for learning in order to fulfill the academic standards of both conventional and non-traditional students (Alshebou, 2019; Dotta, Leite, & Lopes, 2021). Schools and organizations may leverage the motivational differences between various groups to boost student engagement and academic achievement. Thus, comparing non-traditional students’ motivations to those of conventional students can contribute in the construction of a curriculum that benefits both regular and non-traditional students.

Literature review

Leadership in the education sector throughout the world is becoming increasingly concerned means to guarantee that learning successfully occurs in the educational scene in order to attain academic success and related pursuits. The Self-Determination Theory (SDT) is a prominent theory of motivation that tackles questions of extrinsic and intrinsic motivation as well as the link between the two (Salikhova, Lynch, & Salikhova, 2020). Academic motivation, it is claimed, is a term that has emerged as a result of SDT research. When it comes to accomplishing academic goals, motivation is driven by a want to begin, maintain, and finish actions that are geared toward reaching those goals (Howard et al., 2021). Motivation is defined by Walker et al. (2021) as the desire to begin, maintain, and complete activities that are geared toward achieving those goals. As a result, De Smedt et al. (2020) argue that the influencers of one’s conduct, including one’s choice of employment, are collectively referred to as motivation in this context. Student motivational beliefs are the most important factors in academic accomplishment for students of all ages and backgrounds because they have an influence on the amount of time and effort a student will put forth, as well as how much excitement he or she will show for their academic work (Messineo, Allegra, & Seta, 2019). Research involving students from a varied variety of cultural backgrounds and at various stages of their academic development, among other findings, has undoubtedly established the importance of motivation in academic accomplishment (Narendran et al., 2018; Mackenzie, Karaoylas, & Starzyk, 2018). A source of worry is that there has only been a limited amount of study on form four possibilities in developing countries, which is an issue (Messineo, Allegra, & Seta, 2019). Even in the face of overwhelming evidence to the contrary, a lack of academic drive and professional desire is a severe problem for a huge proportion of high school pupils, according to one study.

Motivation helps learners to improve their academic performance and has an impact on overall drive to attain related goals. Specifically, extrinsic motivation may motivate children to achieve greatness (Tang, Wang, & Guerrien, 2020). Internal and external motivation have different effects on academic achievement. A wide spectrum of academic accomplishments comes with a wide range of social duties and social experiences. Academics have always ignored the distinctions between conventional and non-traditional pupils (Fernandez, 2012). Several research have looked at the motivation of non-traditional students to study (Adams & Corbett, 2010). For a variety of reasons, non-traditional students pursue master’s degrees including their professional objectives, intellectual curiosity, and educational preparation (Taylor & House, 2010). According to research by Bamber and Tett (2000), it is demonstrated that academic aims lead to different research motivations.

According to current study, those who are motivated set high professional goals for themselves, achieve higher grades, cheat and procrastinate less, and suffer from less academic burnout (Hegarty, 2011). However, a small number of carefully chosen studies revealed no convincing evidence that increasing objectives and drive may contribute to increased school accomplishment, despite the fact that certain children tend to have expectations that are far higher than what the job market can deliver (Dos Santos, 2020). Furthermore, having high professional expectations and motivation but not being able to meet them would have a detrimental influence on students. LaBrie et al. (2012) indicate that this would lead to disappointment, dissatisfaction, and social disengagement, or at the very least would result in the student having a “lost talent.” Academic motivation studies regularly reveal that after learners make the transition from elementary to secondary education, their drive to succeed academically drops (Bye, Pushkar, & Conway, 2007). Despite the fact that this is a critical phase for developing the skills and developing a professional identity that are essential to be successful in the adult world of work, this is the case as evident in several studies (Salameh et al., 2014). It is possible that this shift and increased scholastic expectations will be a debilitating and stressful experience for young students (Böke et al., 2019), who are still developing in all areas of their lives: physically, intellectually, mentally, and socially (Morris, 2019). As a result, their interest and attention will be diverted in a variety of directions. A academic issues today for learners is the lack of motivation to pursue academic interests in school. Findings from Demir and Kutlu (2018) and Isik et al. (2018) indicate that a statistically significant difference exists between male and female students when it comes to academic motivation, with females being proven to be more intrinsically and extrinsically motivated than boys overall (Marshman et al., 2018). Future studies should investigate the disparities between men and women in terms of academic motivation and the differences in age, so as to better understand the most effective motivating elements for each different situations.

Research Aim

This study’s goal is to examine the link between students’ internal and external motives for enrolling in master’s degrees and academic achievement. A group of Southampton adult postgraduate students. Nontraditional students are those who have returned to postgraduate studies after a long time of job experience. Before screening the experimental samples, a demographic information statistical table is given to pick eligible study objects. Previous research on learning motivation and academic achievement has revealed that motivated students are more likely to succeed (Salikhova, Lynch, & Salikhova, 2020). Students as adults reflect on their social experiences and make judgments regarding their learning process in higher education, especially at the master’s level (Messineo, Allegra, & Seta, 2019). Thus, master level students’ desire to engage in the course is more complex, and earning the degree is difficult. In light of the present master student crisis, it would be good to explore the link between motivation and academic achievement of master students. Also, non-traditional students are increasingly enrolling in higher education. Still, several universities have been accused for ignoring this group’s demands (Mackenzie, Karaoylas, & Starzyk, 2018). Varied students have different expectations of higher education (Carreira & Lopes, 2021). Less than half of non-traditional students complete a degree (Howard et al., 2021). Thus, comparing conventional and non-traditional students’ learning motivation helps comprehend non-traditional students’ learning expectations and difficulties. This research will assist conventional and non-traditional students establish a classroom favorable to shared growth. Schools can also give extra educational assistance depending on the two types of students’ motivations to help them finish their master’s degree.

Research questions

1.What are the main motivations for adult students to participate in course learning?

2.What is the relationship between learning motivation and academic performance of students enrolled in master’s programs? Analyze from the aspect of internal motivation and external motivation.

3.Is there a significant difference in motivation orientation between traditional students and non-traditional students?

Research Design

From the research aim and questions, it is clear that the study requires a mixed-methods research design in order to have a broader exploration and examination of the relationship between adult students’ motivation to participate in master’s programs and academic performance. In order to determine and document the differences between traditional and non-traditional students, both qualitative and quantitative approaches will be required.

In the mixed-method approach, a quantitative stage will initially be used to research the relationship between adult students’ motivation to participate in master’s programs and academic performance. By assessing and quantifying the data obtained through diverse approaches, quantitative research is a strategy for producing trustworthy and reliable result data. As well as explaining why data is gathered, it may also give an explanation for how the data is statistically managed. This section also includes information on the findings of the research in terms of relationships, in addition to information on incidents that happened unexpectedly throughout the data collection procedure. The research, in particular, explains why the outcomes of both planned and real analyses differ from one another in terms of quality and consistency. A reasonable grasp of how to cope with missing data and why this does not impair the quality of the study’s analysis is mentioned in Rashid and Sipahi (2021) research study as a key reason to employ quantitative approaches. Because it facilitates in the collecting of objective and trustworthy data, quantitative research is crucial because it allows for the presentation of material that is both logically organized and comprehensive while emphasizing the most relevant conclusions.

Because it is used to investigate research concerns Shekhar et al. (2019), quantitative research has a significant impact on the field of science, especially in this research study that will explore variant reasons for enrolling in a masters’ program and academic performance. Using it will assist in the combination of major themes and the construction of believable notes on studies that have utilized the same type of investigation and inquiry as the present study will be more successful. For instance, Armstrong et al. (2020) investigated the factors influencing enrollment of individuals above 40 years to a masters’ program, using a quantitative approach to inform the study. A valid note is also made in the research study about important gaps in the information that has been gathered, as well as how the research study could be able to fill in the gaps that have now been identified and give suitable explanations about previously known information (Rashid and Sipahi, 2021). In order to accurately depict the theoretical framework stated in the study, quantitative research is conducted in order to offer an outline of the theory linked with the study. Aside from that, it gives critical explanations of difficult or unfamiliar phrases, ideas, concepts, and theories that are relevant to the research issue as well as the essential prior knowledge to enable the research problem to be better identified and placed in the right context.

The quantitative research may be used to develop an educated assessment of the ways that will be used to get the results of the research problem as a result of the quantitative research. Due to the fact that quantitative research provides information regarding the study’s objectives, as well as how these objectives will be achieved through the application of quantitative research (Rashid and Sipahi, 2021). One of the most important aspects of quantitative research is that it is incredibly beneficial in the study of samples and populations, which makes it extremely important. The document goes into great detail about important subjects such as where the data originated from, what gaps exist in the data, how robust the data is, and what was omitted from the data study (Shekhar et al., 2019). It is crucial to describe the technique used to choose the participants, as well as to define the tactics and tools that the researcher is applying in order to obtain the data. Defining the variables under consideration, providing a thorough description of the applicable technique for gathering relevant data, and mentioning important criteria such as whether the data was previously available or acquired by the researcher are all essential when conducting quantitative research of any kind.

Including specifications and explaining what type of instrument is used in the data collection as well as why it is utilized in quantitative research when writing a research proposal is an important part of research. It allows for the discussion of any limits or discrepancies in the data collection processes that may have happened throughout the data collection process, if any (Rashid and Sipahi, 2021). When adopting the quantitative approach, the findings of the inquiry are put down in a precise and entirely objective manner, allowing for further investigation (Shekhar et al., 2019). The use of visual aids (charts and tables) is intended to supplement the written description of the accessible result with extra information, which is used to enhance the overall description of the available result. The author also goes over important themes in detail, helping the reader to have a deeper comprehension of the facts and information that is being provided to them.

Having looked at the quantitative phase, the qualitative stage of the research design is also equally important. When used in conjunction with qualitative research methods, it is possible to uncover the experiences and interpretations of participants who have a wide range of interests and responsibilities, to give voice to those who might not otherwise be heard, and to begin the process of generating hypotheses and theories that will eventually lead to an understanding of phenomena (Underwood, Kowalczuk-Waldziak, & Barrow, 2020). In certain cases, qualitative and quantitative approaches can be used in conjunction with one another, while in others they can be employed in succession with one another or in tandem with one another. The most effective qualitative research is thorough and complete in its methodology (Braun et al., 2020), with the goal of reducing prejudice and inaccuracy while simultaneously uncovering data that contradicts original or emergent ideas, as well as evidence that validates them.

Qualitative approaches are used to answer questions about one’s own experience, meaning, and point of view. These techniques are most frequently adopted from the perspective of a research project, study, or experiment participant (Richards & Hemphill, 2018). A long history of difficulties in counting and quantifying some types of data may be traced back to the beginning of time. Underwood, Kowalczuk-Walędziak, & Barrow (2020) summarizes that among the qualitative research techniques are: small-group discussions, semi-structured open-ended interviews, in-depth open-ended interviews, and textual analysis.

In this study, qualitative methodologies were used to identify possible obstacles in the learning process for returning students. Participants in small-group discussions were given the opportunity to express their own hesitation, which resulted in the implementation of a new strategy. In order to have a truly comprehensive grasp of a topic, issue, or meaning, qualitative research must begin with first-person experience of the topic, issue, or meaning. This is made feasible by the employment of a sample base that is both small and narrowly targeted. The depth of the results, rather than the quantity of discoveries that have been made, is more important in qualitative data collecting because it might take a long time to acquire. It is your goal to discover out why and how something happened if you are engaged in qualitative investigation.

Mixed methods research combines qualitative and quantitative research procedures to take use of the finest aspects of both. Despite the lack of a common definition, academics highlight the basic characteristic of mixed methods research by stating that in a single research project, both qualitative and quantitative strands of data are gathered, processed, and then merged to answer the research question (either simultaneously or sequentially) (Richards & Hemphill, 2018). Rather than seeing the world through a binary lens of quantitative or qualitative research, a strategy that draws on the capabilities of both quantitative and qualitative research might help to progress the academic debate (Braun et al., 2020). The current study uses an exploratory sequential mixed method research design to keenly explore and understand the relationship between adult students’ motivation to participate in master’s programs and academic performance.

Data Analysis

When doing a mixed analysis, the goal is to combine quantitative and qualitative analytical approaches into a unified framework that may be guided a priori, a posteriori, or in an iterative fashion, depending on the scenario (representing analytical judgments made both before and during the investigation (Blitstein, Frentz, & Jilcott Pitts, 2020)). For example, it might be based on one of the current mixed methods research paradigms, and it could fulfill one or more of the rationales/objectives listed in the objectives and research questions. As suggested by the study design, the quantitative investigation will give both descriptive and inferential data, but the qualitative investigation will be primarily focused with theme analysis. Despite the fact that they will be addressed separately at each stage, the primary conclusions from each phase will be brought together in the debate that follows.

In the quantitative approach, descriptive statistics will be used to address the very first study question. A descriptive statistic is a type of statistical analysis that allows researchers to quantify and identify the underlying qualities of a data set (Jeevan et al., 2019). As a result, descriptive statistics serve as the foundation for data analysis, allowing researchers to organize, simplify, and synthesize information that would otherwise be difficult to interpret and synthesize. There is no limit to how extensive or complicated a data collection is; it may be reduced to a set of statistics that give valuable information about the population under investigation, even if the collection comprises hundreds of thousands of unique data points or observations (Taheri, Jami Pour, & Asarian, 2019). Furthermore, descriptive statistics are used to establish whether or not advanced statistical tests are appropriate in the context of a certain situation. The researcher is not permitted to make presumptive generalizations about the population of interest using descriptive statistics (Amrhein, Trafimow, & Greenland, 2019); but, inferential statistics permit researchers to make such generalizations about the population of interest.

In the next step, the study will go on to the second research topic, which will involve determining the relationships between variables through the use of correlation analysis techniques. From correlational research, there is provision to obtain far more information than they would be able to obtain through a trial study. Aside from that, because correlational research is frequently carried out outside of a laboratory setting, the results are more relevant to real-world situations than those gained through other approaches (Rehfeld et al., 2011). Another benefit of correlational research related to the present study is the potential to do a significant amount of further research as a result of the results of the inquiry.

The Spearman’s rank correlation will be used to examine the difference in motivation orientation between conventional and non-traditional students based on their academic achievement for the final research question. Spearman rank correlation coefficient, which is used to establish a link between two variables, measures the degree of linear association between the variables’ ranks (Gauthier, 2001).

The qualitative stage will continue concurrently with the other phases outlined above after the data for the initial interview has been gathered and analyzed. As a result of the transcription of each interview, coding will be applied to the huge amount of textual material in order to begin the inductive process of identifying and grouping thoughts that are similar to those that were heard during the interview. The foundation of a qualitative research endeavor is constructed on open-ended questions. It has the ability to capture information in a unique and memorable manner. In contrast to polling, which asks questions with only certain answers, qualitative research allows people to be themselves while participating in the study (Braun et al., 2020). As a result of these advancements, researchers are better equipped to assess methods with more precision than they were previously. They can listen to the recordings if they require further information in the future. Though it is revealed by this research that there is no statistical representation for qualitative data, this research also solves this constraint by allowing for the collection of extensive information.

The qualitative research approach does not necessitate the adoption of a specific data gathering pattern or format in order to be effective. When it comes to information dissemination, the quality and amount of data collected have an influence on the quality and quantity of information that may be shared with the public (Braun et al., 2020). Researchers who believe their efforts are not yielding helpful findings may make urgent adjustments to their procedures in order to improve the situation. More possibilities for fresh information collection occur when this technique is employed as opposed to other ways of collection.

Concluding Statement

The current research study aims to cover research gaps not just via the use of a mixed methods design but also in relation to its goal to better understand the relationship between adult students’ motivation to participate in master’s programs and academic performance. Gaps are also covered through an understanding of the differences between traditional and non-traditional students. By establishing relationships and highlighting the said differences, the study will assist universities to best focus their programs on specific groups while understanding what motivates students to participate in various forms and formats.

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