דפוסי מוטיבציה בלימודים אקדמיים ותארים מתקדמים: הקשר בין אמונות קוגניטיביות למוטיבציה ללמידה

Research Objective: To examine the relationship between cognitive beliefs and learning motivation among undergraduate and graduate students. Background: In recent years, higher education has become a significant arena for shaping personal and social identity, beyond being a pathway to professional training. The decision to pursue academic studies is influenced by a broad range of internal and external factors, with learning motivation playing a central role. This motivation may stem from intellectual enjoyment, curiosity, and a desire for personal growth, or from utilitarian considerations such as career advancement and improved social status.Alongside these, the learner's cognitive orientation - their system of beliefs about themselves, norms, the world, and their goals - profoundly influences academic choices and the ability to cope with learning challenges.Method: The study included 213 participants - undergraduate and graduate students from a variety of academic institutions in Israel. Participants completed questionnaires assessing their cognitive orientation( beliefs about the self, general beliefs, beliefs about norms, and beliefs about goals), demographic variables, and reasons for choosing their field of study and enrolling in their degree program.Findings: The findings indicate significant differences between undergraduate and graduate students in their belief patterns and academic motivation. Graduate students tended to hold higher levels of beliefs associated with deepening critical thinking,particularly beliefs about goals and beliefs about the self, and reported intrinsic motivations for learning. Undergraduate students, by contrast, tended to cite functional reasons for enrollment and demonstrated higher levels of norm-related beliefs.Additionally, demographic variables such as gender, age, and parental education were found to influence the type of motivation and types of beliefs held by students. Conclusions: The findings indicate that academic choices are not determined solely by practical considerations but are also shaped by cognitive beliefs and personal and demographic background. The differences found between undergraduate and graduate students, as well as the associations between types of beliefs and motivation, underscore the importance of understanding the learner's inner world. These conclusions support the need to develop differentiated responses - both at the instructional level and in academic advising - in order to enable a personalized, effective, and meaningful learning experience for each and every student.