Indicators of Motivation and Satisfaction on Students’ Activities

  • Simona MINA Constanta Maritime University, Constanta, Romania
Keywords: motivation, satisfaction, educational reform, evaluation of students, satisfiers in education


This paper’s main task is to analyse the most important needs of a group of students and, with regard to the didactic activities within universities, in what ways should we correctly report the professors’ motivators to those needs to determine satisfaction in learning. The basic premise of this discussion is that students are not sufficiently challenged by the instruction they receive, resulting in lower levels of achievement by many students. By setting more rigorous standards for students, it is hoped that the general level of student achievement will rise, thus better preparing students for post-secondary educational opportunities and employment. By changing the nature of the instruction that students receive, the assumption is that students will not only learn more, but they will be more actively engaged in their learning, thus retaining a higher proportion of what they learn. The research instrument contains a total of 13 items, variable in terms of typology, constructed to investigate satisfaction, perspective and opinion on the appropriateness of the decision to pursue a maritime career. The questionnaire was administered via computer with students from all years of study at Constanta Maritime University. Analysis was conducted on a total of 179 students at Constanta Maritime University. The paper’s conclusions, identified from the research, focus on adapting the curricula content to the students’ needs.


[1] Marcenaro-Gutierez OD, Luque M, Lopez-Agudo LA. Balancing teacher’s math satisfaction and other indicators of the educational system’s performance. Soc. Indic. Res. 2016 Oct; 129 (3): 1319-1348. Available from: DOI 10.1007/s11205-015-1162-8
[2] McLaughlin MW, Shepard LA. Improving education through standards-based reform. Stanford. CA: National Academy of Education. 1995. pages 176-180.
[3] Oriol X, Amutio A, Mendoza M, Da Costa S, Miranda R. Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: the mediating role of positive emotions. Frontiers in Psychology. 2016 Aug; 7: 1243. Available from: DOI 10.3389/fpsyg.2016.01243
[4] Roeber DE. Standards initiatives and American reform. Advanced Systems. In: Cizek GJ, editors. Measurement & Evaluation. San Diego: Academic Press. 1999. p. 151-160.
How to Cite
MINA, S. (2017). Indicators of Motivation and Satisfaction on Students’ Activities. LUMEN Proceedings, 1, 508-521.