Motivational profile of students in bachelor degree programmes in early childhood and primary education

In this paper we study the motivational profile of a sample of students enrolled in the Bachelor's Degree in Early Childhood and the Bachelor's Degree in Primary Education at the University of Castilla-La Mancha. A total of 675 (92% female) students with a mean age of 22 years participated in the study. The motivations of the participants were assessed using the Learning Strategies and Motivation Questionnaire (CEAM II). The main objective was to determine the motivational subscales of students and the relationship between motivation and working at the same time. The data are described according to measures of central tendency, dispersion and position. Nonparametric comparison of independent means was applied to test the hypothesis on motivational differences between students who work and those who do not. Significant differences were observed in the subscales of extrinsic goals orientation and self-efficacy between students who work and those who only study. In conclusion, for effective educational interventions, it is necessary to know what motives students to learn and how they achieve academic success.