Predicting Moral Motivation through Academic Identity Patterns of University Students considering COVID19- Pandemic PDF

Keywords

Moral motivation, Academic identity patterns, Yarmouk University students

Abstract

Purpose: The study aimed to reveal the Predictive ability between moral motivation and academic identity patterns among Yarmouk University Students. Method: This descriptive and comparative study used a sample of (502) students, selected in the manner available from Yarmouk University, during the first semester of the academic year 2020/2021. Results: The results showed a high level of moral motivation, and its areas except for the field (social system) which came in a medium level. The results indicated that there were differences in the areas of moral motivation (social order, social justice) attributable to the gender variable and in the interest of males, in the area of (non-harm to others) in favor of females, and differences in the areas (restraint, social justice) attributable to the variable rate and to the benefit of students with excellent appreciation, while the results showed no differences in the level of moral motivation as a whole due to variables: gender, gpa, academic year, academic specialization. The results also showed a moderate level of academic identity patterns, except for the pattern of "troubled identity", which came at a low level among yarmouk university students. The results revealed differences in academic identity patterns (disturbed) due to the impact of sex, for males, the pattern of academic identity (achieved) and for females. Differences in the pattern of academic identity (troubled) are due to the impact of the academic rate in favor of students with the lowest academic rate, the pattern of academic identity (achieved) and the benefit of students with the higher academic rate. The results also showed a negative correlation function statistically between ethical motivation and both the pattern of academic identity (disturbed, suspended), and a positively correlational ability that was statistically functioning between moral motivation and the pattern of academic identity (achieved). Finally, the results revealed a predictive capacity for the two types of academic identity (achieved, and disturbed) by motivation, which together accounted for 8.7% of the overall variation interpreted for moral motivation. Conclusion: Guiding and training students to build an identity that fulfills its positive role in developing moral motivation and enhancing it to practice ethical behaviors during their college life.