Academic motivation and life-purpose orientations among distance students

Abstract

The ongoing digitalization of education has led to an increase in online learning, which, compared to traditional face-to-face instruction, demands greater psychological resources from students to maintain academic effectiveness. This study explores the academic motivation and lifepurpose orientations of students engaged in distance learning versus those in full-time, on-campus education. The sample consisted of 698 students (302 distance learners and 396 full-time students) from the Moscow Institute of Psychoanalysis. The gender composition of the sample was homogeneous, with 89.3% women and 10.7% men. Using a quasiexperimental design, the study compared the two groups, while using the mode of education (distance vs. full-time) as an independent variable. Psychodiagnostic tools included the Life-Purpose Orientations Test and the Academic Motivation Scale questionnaire. Data were analyzed using Student’s t-test. The results revealed that distance students scored higher on ‘cognitive motivation’ and ‘achievement motivation’ scales, while scoring lower on ‘introjected motivation’ and ‘external motivation’. These findings suggest that distance students are more intrinsically motivated, with greater autonomy and a stronger drive for achievement. They are also better able to tailor their learning patterns to align with their cognitive and self-development needs. In contrast, fulltime students are more motivated by a sense of duty to themselves or significant others, viewing study as a way to adhere to social norms and avoid future problems. Full-time students reported a more frustrated need for autonomy. Interestingly, both groups scored equally high on life-purpose orientations, indicating that students in both modes of study perceive their lives as meaningful, emotionally fulfilling, and satisfying. The study findings are of high practical significance. They offer valuable insight for prospective students in choosing their preferred mode of study and provide universities with practical consideration for developing educational tracks.