THE MOTIVATION OF STUDENTS AND GRADUATES TO CHOOSE SOCIAL PEDAGOGY - BETWEEN PERSONAL DEVELOPMENT AND PUBLIC SERVICE?
Abstract
This article interprets the results of exploratory research into the motivation of students to choose the field of social pedagog y. The study data was obtained by means of a survey of students and graduates all over the Czech Republic (n = 333).
The questionnaire addressed both intrinsic and extrinsic motivation as well as motivation that combined both. The results suggest that most graduates were primarily influenced by intrinsic motivation, of which the most important themes included personal development and being beneficial to other people and society as a whole.
Extrinsic motivation was structured around conventional values such as financial and social security. Prestige, by contrast, was not a significant motivator.
Correlation analysis showed a connection among personal development, altruism, and professional expertise as sources of motivation. The field is thus seen as a helping profession that also comes with high potential for personal growth.
Intrinsic motivation was not determined by gender, age, professional status, or even the form of study. Extrinsic and combined motivation, however, were influenced by some of these factors.
Younger respondents along with full time students had a higher proportion of avoidance motivation related to an alternative choice of study compared to older respondents. Younger respondents were also more influenced by their friends and social circles.
Part-time students as well as older respondents and working graduates tended to have a higher proportion of combined motivation. This group was also more likely to admit that their choice of study was influenced by managerial demands and expectations.