Identifying reasons for students learning activity in vocational technical education

Journal of Social Sciences Vol. VIII, no. 1 (2025), pp. 64 - 91 Fascicle Social Science ISSN 2587-3490 Topic Pedagogy and Psychology eISSN 2587-3504 Journal of Social Sciences March, 2025, Vol. 8 https://doi.org/10.52326/jss.utm.2025.8(1).05 UDC 378:656(478) IDENTIFYING REASONS FOR STUDENTS LEARNING ACTIVITY IN VOCATIONAL TECHNICAL EDUCATION Vasile Plămădeală *, ORCID: 0000-0003-1722-2649, Olga Sugac, ORCID: 0000-0003-1571-843X, Vladimir Goian, ORCID: 0000-0002-0031-0389 Technical University of Moldova, 168 Stefan cel Mare Blvd., Chisinau, Republic of Moldova * Corresponding author: Vasile Plămădeală, [email protected] Received: 01. 12. 2025 Accepted: 02. 24. 2025 Abstract. The fundamental changes taking place in socio-economic life, both in the country and abroad in recent years, have required a revision of priorities in the system of training engineering personnel and have identified one of the most important goals of a higher technical school – the preparation of the future engineer for independent professional and creative activity, as a necessary condition for the formation of the student's personality, motivated by the creative realization of personal potential, professional skills and abilities. Among the psychological and pedagogical problems of higher education, the most significant is the problem of developing the educational motivation of students, since a high level of educational motivation is one of the most effective means of increasing the efficiency and quality of the educational process. The article includes theoretical and empirical research focused on learning motivation among students of the study programs of Engineering and Management in Transport and Automotive Transport Engineering within the Faculty of Mechanical, Industrial and Transport Engineering of the Technical University of Moldova, identifying the specifics of the dominant learning motivation depending on the year and study program, determining students' attitude towards the objects of the curriculum from the perspective of interest, importance and understanding, and establishing the factors influencing students' learning motivation. Keywords: motivation, learning motivation, school motivation, demotivation, vocational education. Rezumat. Schimbările fundamentale care au loc în viața socio-economică atât în țară, cât și în afara ei în ultimii ani au necesitat o revizuire a priorităților în sistemul de pregătire a personalului ingineresc și au identificat unul dintre cele mai importante obiective ale școlii tehnice superioare – pregătirea viitorului inginer pentru activitate profesională și creativă independentă ca o condiție necesară a formarii personalității studentului, motivată de realizarea creativă a potențialului personal, aptitudinilor și abilităților profesionale. Dintre problemele psihologice și pedagogice ale învățământului superior, cea mai semnificativă este problema formării motivației educaționale a studenților, întrucât un nivel ridicat de motivație educațională este unul dintre cele mai eficiente mijloace de creștere a eficienței și calității V. Plămădeală, O. Sugac, V. Goian 65 Journal of Social Sciences March, 2025, Vol. 8 procesului de învățământ. Articolul cuprinde o cercetare teoretică și empirică axată pe motivația învățării la studenții programelor de studii Inginerie și Management în Transporturi și Ingineria Transportului Auto din cadrul Facultății Inginerie Mecanică, Industrială și Transporturi a Universității Tehnice a Moldovei, identificarea specificului motivației dominante a învățării în funcție de anul și programul de studii, determinarea atitudinii studenților față de obiectele planului de învățământ din perspectiva interesului, importanței și înțelegerii și stabilirea factorilor de influență a motivației învățării la studenți. Cuvinte cheie: motivație, motivația învățării, motivația școlară, demotivare, învățământ profesional tehnic. 1. Introduction The fundamental changes taking place in socio-economic life, both in the country and abroad in recent years, have required a revision of priorities in the system of training engineering personnel and have identified one of the most important goals of a higher technical school – the preparation of the future engineer for independent professional and creative activity as a necessary condition for the formation of the student's personality, motivated by the creative realization of personal potential, professional skills and abilities. In the current educational context, motivation plays a crucial role in students' academic success, especially in vocational education, where preparation for a specific career is a priority. Developing and maintaining learning motivation in these students presents challenges and involves a deep understanding of the psychopedagogical factors that influence their learning process. Motivation is a complex and complicated field of research. For many years, motivation has been a field of increased interest for specialists and the subject of an impressive number of investigations. The problem of learning motivation is not new either, it has been addressed in a series of pedagogical, psychological, psychosocial studies. Motivation to learn influences the learning process itself and, implicitly, the results and finalities of this process. Negative phrases and labels, such as students are no longer interested in learning, they don't like books, they are not motivated to learn, they are no longer the same as before etc., have often appeared in investigations carried out by various researchers in educational institutions [1]. It is a reality frequently reported by teachers in our country and a pressing and current problem, to which specialists in the field of educational sciences, but also practitioners, are trying to find solutions. Due to its importance, the specialized literature has focused a lot on this topic, which remains relevant. The problem of motivation, in general, and that of learning motivation, in particular, is broad and complex. The various approaches have generated multiple definitions, theories, conceptions, models, the circulation of which from one scientific field to another, their mutual interweaving and their reappearance in a renewed form sometimes make their identification difficult. The term „motivation” comes from the Latin „motivus”, which means „mobile” and „move” or „movere”, which means „to move, to relocate, to set in motion” [2-4]. It follows that motivation is any force, regardless of its nature, that sets the organism in motion, the activity it carries out. Motivation comes from the word „motive”, which encompasses the needs, desires, or impulses that drive an individual to accomplish tasks and goals [5]. Motivation is essentially the presence of an incentive that drives people to take action. 66 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 Motivation is a fundamental concept in psychology and related fields such as education, management, and mental health. There are several definitions of motivation [6-19], and these may vary depending on the perspective and context in which they are used. Motivation is a complex and multifactorial process, involving a number of different components. For a long time, it has been viewed as a set of forces that drive our activity: need, reason, interest, belief, aspiration, ideal, aspiration, tendency, passion, desire, curiosity, will, instinct etc. [2, 10, 20-23]. These components of motivation are interconnected and can vary depending on the individual and the specific circumstances. Taken together, they can influence a person's behavior and decisions and play an important role in achieving goals and satisfying one’s needs. Each of these components of motivation can be analyzed individually to better understand their role in the human motivation process. Motivation for learning is a complex and fascinating field in psychology and education, involving a wide range of psychological factors and processes. Motivation for learning (academic/school) refers to an internal state of the student that initiates and maintains behavior directed towards the goal of learning. Learning motivation is the set or totality of internal motives of behavior directed towards the accumulation of knowledge. Some students come to university with a wellpronounced cognitive need, others come because „it is necessary”, as a student duty; for some students, learning motivation is more theoretical, intellectually oriented, and for others – towards practical. School motivation is an essential component of learning and has a significant role in achieving academic and, implicitly, professional performance. With age, students begin to know their possibilities, skills and interests and to act in accordance with the expectations of their family, teachers and the society they are part of, personal aspirations etc. In a school context, motivation is nothing more than the process that leads, guides and maintains a certain behavior desirable for the student status: attending classes, engaging in learning activities in class and at home, successfully completing tasks, etc. and is adequately understood only when it is not only related to the object of learning, but also to the conditions within which learning is carried out, the perceptions that the student has regarding a certain didactic activity [2]. Starting from the premise that each student has certain non-specific positive tendencies, related to the need for success, fulfillment, and competence, certain situations can be created in school that stimulate and amplify these resources and thus influence the efficiency of learning. Specific motivational situations are: the situation of control, competition, game, and performance [24]. From the point of view of learning, training and development, there are: general, specific, intrinsic and extrinsic motivation. The school and any other educational institution must promote intrinsic motivation in order to be able to carry out training that will make students autonomous and responsible. If the student is to give meaning to learning, intrinsic motivation must be more important than extrinsic motivation. Scholars outline five conditions for a person to learn [2]: to create motivation and reinforcement systems; to define their own goals; to design strategies to achieve them; to be satisfied when they have achieved their goals; not to give up in case of failure. Otherwise, the student enters a process of demotivation. There are several factors that can demotivate the learning process and negatively influence commitment and learning outcomes, including: lack of relevance, unfavorable V. Plămădeală, O. Sugac, V. Goian 67 Journal of Social Sciences March, 2025, Vol. 8 learning environment, excessive or insufficiently challenging demands, negative feedback, frustration and repeated failure, loss of interest, excessive stress, lack of autonomy, lack of recognition or reward, personal problems (health, family or financial). 2. Motivating student learning in higher vocational education Starting studies in higher vocational technical education, the former student faces a number of changes: firstly, the level of external control over his educational activities is sharply reduced; secondly, the structure of the educational activity itself changes – learning motives are complemented and closely linked with professional motives; thirdly, there is an entry into a new social community – „studenthood”. Therefore, at this stage of adaptation, the process of motivating students becomes particularly important. In order for a student to be satisfied with the results of his educational activities, he must self-organize and control them. But this requires a fairly pronounced motivation for learning on the part of the student. It is also important that the very structure of educational and professional motivation ensures the correct direction of educational activities. Professional motivation, related to the educational activities of students in the system of higher vocational education, is understood as a set of factors and processes that encourage and direct a person to study future professional activity [25,26]. More productive development of a student's professional education is possible only at a high level of formation of professional motivation for learning, which determines the internal development of professional competence. In this case, by motives of professional activity is understood the awareness of students of the importance of motives (obtaining higher education, professional development). The structure of professional learning motivation includes internal and external learning motives. The motive, formed under the influence of factors related to educational activities, is internal. Intrinsic motivation is perceived by the student as a state of happiness and satisfaction from the educational activity itself. Internal motives of students' learning in higher vocational technical education include broad cognitive motives and motives of selfeducation. They arise in the course of independent cognitive activity, are focused on mastering new knowledge, continuous cognitive activity, initiative, the desire for competence, independence, thereby ensuring the ability of students to overcome emerging difficulties in the learning process. The motive that is caused by any conditions of the surrounding reality and is not related to the educational process is external. External motives constitute the motivation based on some specific educational activities put forward to the student for achievement. External motives include narrow educational and cognitive motives: receiving a scholarship, a diploma, obeying (submitting) the requirements of a teacher or parents, receiving praise, recognition from peers. Analyzing the psychological features of the development of students' educational and cognitive activity, the entire period of study is divided into three stages [25]. Stage I (year 1) is characterized by high-level indicators of professional and learning motives that govern educational activities; at the same time, they are idealized, since they are conditioned by the understanding of their social, and not personal, meaning. Stage II (year 2) is characterized by a general decrease in the intensity of all motivational components; cognitive and professional motives cease to govern educational activities. Stage III (years 34) is characterized by an increased degree of awareness and integration of various forms of learning motives. 68 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 At the initial stage, students with a penchant for humanities disciplines encounter certain difficulties in real and technical disciplines. To prevent the reduction of motivation in these students, the integration of the content of general education and special disciplines is used, an example being optional classes for in-depth study of technical English or another foreign language. In these classes, students improve their English language skills and acquire additional knowledge in their specialty by extracting information from technical texts in foreign languages, which increases their self-confidence and motivation to master the profession. At the final stage, the number of students combining study with work is increasing, which leads to absenteeism from classes and a negative impact on the efficiency of educational activities. Relevant pedagogical assistance consists in developing in students an understanding of the priority of obtaining an education that will ensure them a permanent job in their specialty in the future, before temporary earnings, and in providing assistance in the rational distribution of work and study time. The basis of pedagogical work with students who have combined studies with work activity is a differentiated approach that takes into account various factors: the significance of this activity for the student, the financial situation of the student's family, the ability to organize and control their activities. Pedagogical assistance consists either in helping students combine studies with work by jointly searching for ways to rationally allocate time, drawing up an individual schedule for attending classes and consultations, using distance learning opportunities, or convincing them to give up earning money, if the student is unable to independently catch up on the missed material, if he has accumulated numerous academic debts, and further combining work with studies threatens him with expulsion. A necessary condition for the implementation of a scientifically based learning process in order to develop students' motivation for learning and professional activities is educational and methodological support, which includes educational and methodological documentation and tools. Educational and methodological documentation is aimed at determining the content and basis for planning learning, and educational and methodological tools are material objects that ensure the organization of training at a modern technical level. The professional learning process is bidirectional, characterized by the joint participation of the teacher and students, therefore educational and methodological support should serve both parties interacting on equal scientific and pedagogical terms. Following the analysis of the literature and scientific works on the development of learning motivation in students in vocational and technical education, it was found that the study needs to be initiated with the diagnostic stage by identifying groups of students according to their level of training, learning motivation and reasons for attending the educational institution. To study the dominant motives for attending an educational institution, one can apply the well-known methodology of T. I. Ilyin [25,27], which contains three scales: acquiring knowledge (the desire to accumulate knowledge, curiosity); obtaining a profession (the desire to acquire professional knowledge and develop professionally important qualities); „obtaining a diploma” (the desire to obtain a diploma through formal acquisition of knowledge, the desire to find „bypass solutions” when passing exams and tests). The results obtained in the study represent a characteristic of the initial motives of students, on the basis of which the university should develop a system of means for developing motivation in learning, scientific V. Plămădeală, O. Sugac, V. Goian 69 Journal of Social Sciences March, 2025, Vol. 8 research and educational activity of students, especially in the first year of study. Special attention should be paid to students who came to the university primarily to obtain a diploma. A specific motive for the student's cognitive activity is interest. In this regard, the objects (disciplines) in which students show increased interest and the objects in which there is a low level of interest are identified. The increased or decreased level of interest is influenced by the content of the studied material, the methods of work (teaching) and the personality of the teacher. In disciplines with a high level of interest, the teacher presents practice-oriented content, uses interactive methods and technologies, and in disciplines with a low level of interest, mainly traditional classical methods of reproductive teaching are used and there is no practical significance of the educational material content 3. Developing diagnostic and assessment tools for student learning motivation The diagnosis and assessment of student learning motivation can be achieved through a variety of methods and techniques. These methods include the use of questionnaires and rating scales, structured or semi-structured interviews, direct observations of student behavior and engagement in learning activities, educational portfolios, individual feedback and discussions, and self-assessment and reflection. Each method has specific advantages and limitations, and their use in combination can provide a more comprehensive understanding of student learning motivation. The organization of the research aimed at: establishing hypotheses and investigative objectives, determining the research period, delimiting the experimental subject groups, selecting research methods, processing and interpreting data. It was assumed that there are differences in the manifestation of learning motivation in students of the first cycle of the bachelor's degree, first, second, third, fourth year of studies and the second cycle of the master's degree, first year of studies in two study programs: Engineering and Management in Transport (EMT) and Automotive Transport Engineering (ATE) within the Faculty of Mechanical, Industrial and Transport Engineering of the Technical University of Moldova. The differences in the manifestation of motivation in students refer to: priority reasons for learning; factors influencing learning; students' attitudes towards academic subjects according to the criteria of interest, importance, understanding; motivational dominants of learning. The general objectives of the observational experiment were related to [27]: ● analyzing the correlations of students' opinions from the two programs at different years of study; ● identifying the weight/proportion of functions that influence students' learning motivation; ● determining ways to stimulate learning motivation; ● measuring/investigating the availability for participation in a motivational development program; ● presenting conclusions and identifying solutions. The research sample consisted of 153 students from the Faculty of Mechanical, Industrial and Transport Engineering of the Technical University of Moldova. Experimental subjects were selected according to the following criteria: to represent different years of study (years 1-4, cycle I bachelor and year 1, cycle II master); to represent two study programs (EMT and ATE); to carry out full-time studies. Finally, five experimental groups were formed: year 1 – 31 students, year 2 – 32 students, year 3 – 39 students, year 4 – 22 students and 70 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 year 1 master – 29 students (Table 1). The study applied the indirect observation method: analysis of specialized documents, reports of previous research and statistical documents [1]. The research on student learning motivation was carried out during the 2023-2024 academic year, in three stages: in the first stage, the research instruments were selected and adapted, in the second stage, the ascertaining experiment was carried out, examining the specifics of student learning motivation, in the third stage, the results were processed, analyzed and interpreted. Table 1 The sample of students interviewed Year of study Study program Total EMT ATE Year 1 15 16 31 Year 2 21 11 32 Year 3 10 29 39 Year 4 10 12 22 1st year of master's degree 9 20 29 Total 65 88 153 Note: EMT - Engineering and Management in Transport; ATE - Automotive Transport Engineering. The research methodology focused on identifying students' opinions regarding the dominant motivation for learning, on establishing students' attitudes towards academic subjects, and on determining the particularities of learning motivation. 1. To highlight the dominant motives of students, the Questionnaire for Determining Motives for Learning, developed by Karpova [2], was applied. The questionnaire is aimed at determining the dominant motives, recognized by students, in the learning activity: cognitive, communicative, emotional, personal development, achievement, social position, external, professional. The subjects were asked to assess the importance/significance of the learning motives for university studies, assessing the degree of importance through a score from 0 to 3 points. Each point has the following significance: 0 points – no significance; 1 point – partial significance; 2 points – moderate significance; 3 points – total significance. The following motivational groups are identified: cognitive – 2, 10, 18; communicative – 4, 12, 20; emotional – 1, 9, 17; personal development – 7, 15, 23; social position – 8, 16, 24; self-realization – 6, 14, 22; external (stimulation, punishment) – 5, 13, 21; professional – 3, 11, 19. The sum of the points obtained for each motivational group is calculated and the motivational profile is determined. 2. To determine students' attitudes towards academic subjects, the Questionnaire on Attitudes towards Academic Subjects, developed by Bahurina [2,28,29], was used. The questionnaire highlights students' attitudes towards academic subjects according to the criteria of interestingness, importance, understanding. Subjects were asked to rate each subject of study according to these criteria according to a scale from 1 to 5 points: 1 – low score, 5 – high score. 3. In order to determine the particularities of students' learning motivation, the Questionnaire for Determining Learning Motivation [30,31] was applied, developed by the Bucharest Municipality Center for Educational Resources and Assistance (BMCERA), the Bucharest Municipality Center for Psychopedagogical Assistance (BMCPA), the Interschool Logopedic Center – Bucharest (ILC), adapted for students of the two study programs within V. Plămădeală, O. Sugac, V. Goian 71 Journal of Social Sciences March, 2025, Vol. 8 the Faculty of Mechanical, Industrial and Transport Engineering of the Technical University of Moldova. The survey includes 20 questions with multiple answer options [29]. Based on the answers obtained for each topic, the priority reasons were established, the factors that determine students for choosing a specialty, the factors that influence learning in general, and the motivation for learning in particular. For more efficient processing, the relative frequencies (%) of each year per study program and in general were determined, which makes it possible to compare the empirical results. 4. Results of the ascertainment experiment of student learning motivation 4.1. Determining the dominant learning motivation The questionnaire aims to identify the reasons perceived by students as important/unimportant in the learning activity. Both data within each year of study by program and comparative data between years are analyzed. The results are presented in Table 2. a) The presented results allow highlighting the reasons for learning considered by students as dominant or, on the contrary, less important. Thus: ● for the 1st year of studies the dominant reasons are professional (15.36%) and cognitive (14.87%), less important are external (10.29%) and communicative (10.78%); ● for the 2nd year of studies the dominant reasons are professional (14.37%) and cognitive (13.98%), less important are communicative (10.30%) and external (10.70%); ● for the 3rd year of studies the dominant reasons are cognitive (15.56%) and professional (15.32%), less important are external (8.44%) and communicative (9.21%); ● for the 4th year of studies the dominant reasons are cognitive (15.09%) and professional (14.99%), less important are communicative (9.86%) and external (10.16%); ● for the 1st year of the master the dominant motives are cognitive (15.00%), professional development (14.41%), self-realization (14.26%) and professional (14.26%), less important are external (8.56%) and communicative (9.86%); ● for all years of study (total) the dominant motives are cognitive (14.89%) and professional (14.87%), less important are external (9.58%) and communicative (9.89%). b) Comparison of the obtained data and the common reasons for most students, regardless of the year and study program. The dominant reasons in all years of study are cognitive and professional, with the exception of the first year of the master's degree, where in addition to the two reasons mentioned, professional development and self-realization are also added; the less important reasons are external and communicative. Table 2 Dominant motives for learning Year and study program The dominant motives, % Cogni tive Commu nicative Emotio nal Personal developme nt Social positi on Selfrealizati on Exter nal Professio nal Year 1 EMT 15.38 10.49 11.78 13.22 11.06 13.22 9.91 14.94 ATE 14.38 11.07 12.31 12.86 11.20 11.76 10.65 15.77 Total 14.87 10.78 12.05 13.04 11.14 12.47 10.29 15.36 72 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 Continuation Table 2 Year 2 EMT 14.08 10.25 12.84 13.77 11.80 11.90 11.18 14.18 ATE 13.80 10.39 11.11 13.26 13.80 13.08 9.86 14.70 Total 13.98 10.30 12.20 13.58 12.53 12.34 10.70 14.37 Year 3 EMT 14.69 9.72 12.09 14.69 12.32 13.03 7.35 16.11 ATE 15.85 9.05 12.81 13.45 12.33 12.65 8.81 15.05 Total 15.56 9.21 12.63 13.76 12.33 12.75 8.44 15.32 Year 4 EMT 14.90 9.94 11.23 13.39 14.69 10.58 12.31 12.96 ATE 15.26 9.79 10.96 14,48 12.52 11.94 8.22 16.83 Total 15.09 9.86 11.09 13.96 13.55 11.30 10.16 14.99 1st year of master's degree EMT 15.24 10.86 10.23 13.15 12.32 14.40 10.23 13.57 ATE 14.86 8.56 12.16 15.09 12.84 14.19 7.66 14.64 Total 15.00 9.36 11.49 14.41 12,66 14.26 8.56 14.26 Total EMT 14.77 10.28 11.83 13.61 12.23 12.56 10.38 14.34 ATE 14.99 9.60 12.09 13.82 12.47 12.80 8.96 15.27 Total 14.89 9.89 11.98 13.73 12.36 12.70 9.58 14.87 From the above, we can highlight two important moments. First, within each year, most students consider important, on the one hand, the reasons for learning, related to knowledge, which will help them develop their mind, intelligence, spirit, learn new things, expand their knowledge about the world and their future profession, and, on the other hand, the reasons related to personal and professional development, namely – to know as much information as possible, in order to become interesting and cultured people, as well as to possess useful knowledge for their application in practice. Secondly, it is found that the results obtained in relation to the reasons considered less important – external and communicative – find their explanation in the specifics of these reasons: students learn to receive praise for certain progress or to avoid moralizing and tiring reprimands from teachers or parents, they also avoid socializing with colleagues and friends, they do not get involved in self-education, and success in learning is not the main element for being respected and recognized in the group. 4.2. Identifying students' attitudes towards academic subjects To identify students' attitudes towards academic subjects, the Questionnaire on Students' Attitudes towards Academic Subjects was applied [2,9,10]. Students were asked to rate each subject according to the following criteria: interesting, important, and understandable, using a scale from 1 to 5 points. Analyzing the data obtained, we can state that, in general, students demonstrate a positive attitude towards the subjects, which according to the interesting criteria constitute 3.88 points, importance – 4.04 points and understanding – 3.87 points. They have determined their priorities and interests, demonstrating an active learning attitude. However, as a result of a more detailed analysis, some differences can be noted within each field to which the subjects are assigned. The subjects in the 1st year mostly depend on the fundamental, general and vocational training, in the 2nd year they are mostly vocational training, and in the 3rd and 4th years – specialized. The subjects according to the field to which they belong and the criteria were scored as follows: fundamental – on the interesting criterion with 2.99 points, important with V. Plămădeală, O. Sugac, V. Goian 79 Journal of Social Sciences March, 2025, Vol. 8 From the analysis of the first answer option it appears that 34.46% of students always try to understand what the teacher teaches in class and 50.00% most of the time. This aspect is very important in the learning process. The transmission and acquisition of knowledge must be done logically and be as clear as possible. In the case of the second response option, students believe that they always (34.94%) and most of the time (47.26%), when studying, they associate new knowledge with what is already known. To learn better, students (37.16% most of the time and 23.65% always) try to logically retain the information taught. Passive memorization is less used, giving way to active memorization. In the opinion of students (30.82% sometimes, 26.71% rarely and 13.70% never), the source of information from parents, siblings, grandparents, relatives is not very often requested by students in learning. This can be explained either by the lack of training of family members in certain fields, the existence of a gap between the curriculum studied by the two generations, or by the limitation of the time available to students. The computer and the internet have become a much faster and more efficient source of information search. Table 8 Student learning styles Student learning styles Frequency of responses, % evermore mostly sometimes rarely never When I learn, I try to understand what the teacher is teaching in class 34.46 50.00 14.86 0.68 0.00 When I study, I associate new knowledge with what I already know 34.94 47.26 16.44 0.68 0.68 To learn better, I try to logically retain the information taught (in the form of diagrams, tables, formulas etc.) 23.65 37.16 31.08 8.11 0.00 I appeal to the information that I believe my parents, siblings, grandparents, other people, other sources of information have 8.90 19.87 30.82 26.71 13.70 When I learn, I try to find the usefulness of the information in everyday life 29.93 42.18 24.49 2.72 0.68 I tend to learn by heart 3.40 9.52 26.53 44.22 16.33 The purely pedagogical teaching style in which the student listens or takes notes is not exactly suitable for today's students. 42.18% of students try, most of the time and 29.93% always, to find the usefulness of information in everyday life when learning. The role of teachers consists in helping students find the usefulness of information in everyday life and in developing in them the ability to correlate the theoretical world with the practical one. The vast majority of students tend to learn by heart rarely (44.22%), sometimes (26.53%) and never (16.33%). 7. Time allocated to various activities in a day. To determine how much time they allocate to various activities in a day, students were asked to indicate the approximate time allocated to each activity in the list. The results obtained are reflected in Table 9. Analyzing the time students spend on various activities, it is found that students spend the least time watching TV: none (69.66%) and less than an hour (20.69%); playing computer 80 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 games: none (50.34%), less than an hour (19.31%) and 1-2 hours (16.55%); reading: none (21.23%), less than an hour (41.10%) and 1-2 hours (25.34%); organized courses: none (33.10%), less than an hour (17.24%) and 1-2 hours (35.86%). Students spend more than an hour on family activities: 1-2 hours (30.82%), 2-4 hours (25.34%) and more than 4 hours (13.70%); activities with friends: 1-2 hours (48.25%), 2-4 hours (21.68%) and more than 4 hours (13.70%). Students allocate less than half an hour (36.81%) and 1-2 hours (29.17%) to outdoor recreational activities, and less than half an hour (26.03%), 1-2 hours (39.04%) and 2-4 hours (23.29%) to the learning process. Table 9 Time allocated in a day to various activities Activities Frequency of responses, % not at all less than an hour 1-2 hours 2-4 hours more than 4 hours Watching TV 69.66 20.69 6.21 2.76 0.69 Playing on the computer 50.34 19.31 16.55 8.97 4.83 Family activities 9.59 20.55 30.82 25.34 13.70 Activities with friends 8.39 13.99 48.25 21.68 7.69 Organized courses: dance, musical instrument, foreign languages, sports etc. 33.10 17.24 35.86 8.97 4.83 Outdoor recreational activities 13.19 36.81 29.17 12.50 8.33 Reading 21.23 41.10 25.34 10.27 2.05 Learning 2.74 26.03 39.04 23.29 8.90 Other 6.77 21.05 23.31 21.80 27.07 8. Extracurricular activities in which students are involved. In order to know the extracurricular activities in which they are involved, students were asked to select from a nominated list the activities in which they are involved. The results obtained are reflected in Table 10. The extracurricular activities in which students are involved are: ● year 1: sports (74.19%), watching shows/movies/concerts (32.26%) and volunteering (29.03%); ● year 2: sports (50.00%), volunteering (37.50%), museum visits (31.25%) and educational programs/projects (31.25%); ● year 3: sports (64.10%), watching shows/movies/concerts (41.03%) and excursions (33.33%); ● year 4: sports (54.55%) and watching shows/movies/concerts (45.45%); ● 1st year of master's degree: sports (75.86%) and excursions (37.93%). Table 10 Extracurricular activities in which students are involved Extracurricular activities in which students are involved Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total Sports 74.19 50.00 64.10 54.55 75.86 64.05 Art (painting, drawing, modeling) 12.90 18.75 5.13 4.55 20.69 12.42 Dance 6.45 6.25 12.82 4.55 3.45 7.19 V. Plămădeală, O. Sugac, V. Goian 81 Journal of Social Sciences March, 2025, Vol. 8 Continuation Table 10 Watching shows/movies/concerts 32.26 21.88 41.03 45.45 24.14 32.68 Museum visits 16.13 31.25 23.08 4.55 10.34 18.30 Excursions 22.58 25.00 33.33 13.64 37.93 27.45 Volunteering 29.03 37.50 12.82 4.55 24.14 22.22 Educational programs/projects at university 9.68 31.25 12.82 9.09 24.14 17.65 Other 12.90 12.50 17.95 9.09 13.79 13.73 According to students, the extracurricular activities they engage in are sports (64.05%), watching shows/movies/concerts (32.68%) and excursions (27.45%). These are the activities that students probably engage in the easiest, being more attractive and entertaining. However, sports are seen by students as a hobby, which is not related to school, and is not as accessible as extracurricular activities. Not all students have sports skills. Therefore, only about 2/3 of students get involved in sports activities. A satisfactory percentage of students chose volunteering (22.22%). 9. The extent to which extracurricular activities help the student in learning. To determine the extent to which extracurricular activities help in learning, students were asked to select according to the criteria: very much, a lot, appropriate, a little, not at all. The results obtained are reflected in Table 11. Education through extracurricular activities aims to identify and cultivate the optimal correspondence between skills, talents, cultivate a civilized lifestyle, as well as stimulate creative behavior in different fields. Extracurricular activities are the non-institutionalized way of achieving education. For students, extracurricular activities are a source of relaxation, confidence, recreation, good mood and less of a source of support for the learning process. Therefore, only 10.46% of students believe that the above activities help them very much in learning and 25.49% a lot. Table 11 The extent to which extracurricular activities help the student in learning The extent to which extracurricular activities help the student in learning Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total Very much 9.68 3.13 7.69 9.09 24.14 10.46 A lot 32.26 18.75 23.08 18.18 34.48 25.49 Appropriate 22.58 50.00 20.51 40.91 24.14 30.72 A little 22.58 18.75 23.08 27.27 10.34 20.26 Not at all 12.90 9.38 25.64 4.55 6.90 13.07 Total 100 100 100 100 100 100 10. The existence of other ways to succeed in life besides studying at university. In order to find out their opinion, students were asked to answer yes or no if there are other ways to succeed in life besides studying at university. The results obtained are reflected in Table 12. The vast majority of students (86.93%) believe that there are other ways to succeed in life besides studying at university. Succeeding in life does not only mean proving initial performances, but also winning or having a mental mode of functioning characterized by performance and competitiveness. Success in life can have multiple definitions, it can be 82 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 achieved, depending on each person's needs, on one or more levels. That is why the percentage of people who answered „yes” is quite high. Table 12 The existence of other ways to succeed in life besides studying at university Answer option Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total Yes 93.55 90.63 94.87 72.73 75.86 86.93 No 6.45 9.37 5.13 27.27 24.14 13.07 4th year and 1st year master's students, practically all of whom are employed, have a slightly different opinion regarding the existence of other ways to succeed in life besides studying at university, but anyway the percentage of those who answered „yes” is quite high. 11. The level of motivation for learning of students. To determine the level of motivation for learning, students were asked to rate their personal level of motivation for learning on a scale from 1 to 10. The results obtained are reflected in Table 13. Table 13 The level of motivation for learning of students Year of study Frequency of responses, % 1 2 3 4 5 6 7 8 9 10 Year 1 0.00 0.00 0.00 3.23 12.90 6.45 32.26 25.80 16.13 3.23 Year 2 0.00 0.00 0.00 6.25 3.13 6.25 18.75 31.25 28.12 6.25 Year 3 2.57 2.57 5.13 5.13 7.69 7.69 25.64 20.51 20.51 2.56 Year 4 4.55 0.00 0.00 0.00 9.09 0.00 27.27 45.45 9.09 4.55 1st year of master's degree 0.00 0.00 3.45 0.00 6.90 10.35 20.69 31.03 13.79 13.79 Total 1.31 0.65 1.96 3.27 7.84 6.54 24.84 29.41 18.30 5.88 Analyzing the level of motivation for learning appreciated by students, it is found that only 5.88% of students attribute a grade of 10 and 18.30% a grade of 9. Grade 8 is assumed by 29.41% of students and grade 7 by 24.84%. Year 1 students appreciated their level of motivation for learning on average by 7.26 points, year 2 – by 7.75 points, year 3 – by 6.82 points, year 4 – by 7.32 points, year 1 master – by 7.62 points, and the total average – by 7.33 points. The conclusion of the analysis shows that the level of motivation for learning of students is moderate. The low percentage of students who evaluate themselves with maximum grades (10 and 9) reflects a general tendency of realistic or modest self-appraisal in relation to motivation for learning. 12. Factors that help students learn the most. In order to identify the factors that help them learn the most, students were asked to select from the nominated list the factors that they consider to be most suitable for them. The results obtained are reflected in Table 14. The hierarchy established according to the students' choices is as follows: ✔ the information taught is useful to me (79.74%); ✔ to practically apply what I have learned (70.59%); ✔ the atmosphere during the classes (45.10%); V. Plămădeală, O. Sugac, V. Goian 83 Journal of Social Sciences March, 2025, Vol. 8 ✔ the classes are engaging (24.18%); ✔ my opinion is taken into account by the teachers (20.26%); ✔ reward through gifts, money, other advantages received (18.25%); ✔ reward through praise, positive appreciation, encouragement, prizes (11.11%). Table 14 Factors that help students learn the most Factors that help students learn the most Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total The information taught should be useful 70.97 84.38 87.18 77.27 75.86 79.74 The atmosphere during the lessons 45.16 50.00 53.85 36.36 34.48 45.10 Reward through praise, positive appreciation, encouragement, awards 12.90 21.88 5.13 9.09 6.90 11.11 Reward through gifts, money, other benefits received 16.13 25.00 15.38 13.64 24.14 18.95 The lessons should be engaging 29.03 21.88 20.51 22.73 27.59 24.18 My opinion should be taken into account by the teachers 12.90 28.13 15.38 27.27 20.69 20.26 To practically apply what I have learned 67.74 46.88 89.74 81.82 65.52 70.59 Other 3.23 0.00 7.69 0.00 3.45 3.27 It is observed from the hierarchy of the answer options that most students believe that it would help them learn more if the information taught is useful to them, in second and third place being the practical applicability of what has been learned and, however, the atmosphere during the classes is also particularly important. Rewards through gifts, money, other benefits received and rewards through praise, positive appreciation, encouragement, prizes are positioned in the penultimate and last place respectively. 13. Success in life. To find out what success in life means, students were asked to rate the nominated statements on a scale from 1 to 5. The results obtained are reflected in Table 15. Table 15 Success in life Possible factors of success in life Frequency of responses, % Average grade 1 2 3 4 5 Starting a family 8.78 4.73 14.86 22.30 49.32 3.99 Social prestige 4.73 10.14 27.70 35.81 21.62 3.59 Successful career 2.03 2.70 10.14 32.43 52.70 4.31 Money 1.35 4.05 13.51 35.14 45.95 4.20 Harmonious relationships with others 2.70 6.08 16.22 27.70 47.30 4.11 Analyzing the data presented in the table, it is observed that success in life represents for students a successful career (average score 4.31), money (4.20), but also harmonious relationships with others (4.11). In fourth place is the founding of a family (3.99), and in last place, in the opinion of students, is social prestige (3.59). 14. The extent to which a successful career is important in the student's life. To determine the extent to which a successful career is important in life, students were asked to respond with the following ratings: very high, high, moderate, low and very low. The results obtained are reflected in Table 16. 84 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 Table 16 The extent to which a successful career is important in the student's life The extent to which a successful career is important in the student's life Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total Very high 38.71 28.13 53.85 31.82 44.83 40.52 High 48.39 40.63 35.90 54.55 37.93 42.48 Moderate 12.90 31.25 10.26 13.64 17.24 16.99 Low 0.00 0.00 0.00 0.00 0.00 0.00 Very low 0.00 0.00 0.00 0.00 0.00 0.00 For 42.48% of students, a successful career in life is of great importance and 40.52% very important. Changes in the labor market, unemployment, the continuous increase in information about jobs in the socio-economic context of our country create confusion, indecision and misinformation for young people in terms of choosing their own career path. They want to obtain a career that will bring them material and financial satisfaction, in a very short time, without pursuing a suitable or enjoyable activity. A successful career is a way to overcome certain problems. In conclusion, it can be noted that for students, a successful career is very important, which once again confirms the hierarchy in item 14. 15. Elements that contribute to building a successful career. To determine the main elements that contribute to building a successful career, students were asked to list three factors that they consider most important. The elements that contribute to building a successful career in the opinion of students are: motivation, determination and perseverance (37 nominations), knowledge and skills (36), studies and education (27), the desire to learn something new and continuous study (21), active involvement in the work process (18), harmonious relationships with others (15), family and close people (15) etc. Other elements that contribute to building a successful career were also listed: learning ability, goal setting and planning, faith in God, correct decision-making and decisionmaking skills, computerization, honesty and kindness, work-life balance, teamwork, etc. and 29 other responses. 16. Things considered important in university. In order to assess what things are considered important in university, students were asked to list the options that they consider most appropriate. The results obtained are reflected in Table 17. It is found that 84.97% of students state that practical activities are carried out in laboratories/cabinets at the university, 50.00% claim that it is important to be good friends. Table 17 Things considered important in university Things considered important in university Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total Practical activities are carried out in laboratories/offices 87.10 78.13 89.74 95.45 75.86 84.97 V. Plămădeală, O. Sugac, V. Goian 85 Journal of Social Sciences March, 2025, Vol. 8 Continuation Table 17 Competition is encouraged 12.90 18.75 15.38 4.55 31.03 16.99 Collaboration, cooperation are encouraged 58.06 46.88 46.15 40.91 37.93 46.41 In my group it is important to have good results 16.13 21.88 2.56 9.09 17.24 13.07 In my group it is important to be good friends 54.84 56.25 56.41 54.55 27.59 50.33 Other 3.23 0.00 5.13 0.00 0.00 1.96 in their group and 46.41% believe that collaboration and cooperation are encouraged at their university. In the opinion of students, only 16.99% of them believe that competition is encouraged at the university and 13.07% – in their group it is important to achieve good results. 17. Reasons for poor student achievement. In order to identify the reasons for poor achievement, students were asked to list the factors that demotivate them from a nominated list. The results obtained are reflected in Table 18. Table 18 Reasons for poor student achievement Reasons for poor student achievement Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total I don't have the conditions 0.00 0.00 2.56 4.55 0.00 1.31 I don't have the will 22.58 15.63 28.21 9.09 10.34 18.30 That's all I can do 12.90 18.75 28.21 31.82 20.69 22.22 I don't have time 16.13 12.50 25.64 27.27 48.28 25.49 I don't care what I do at university 6.45 3.13 7.69 0.00 3.45 4.58 I don't want 3.23 3.13 2.56 4.55 3.45 3.27 I don't want to be considered a nerd 0.00 0.00 2.56 0.00 0.00 0.65 It doesn't matter to my family 0.00 0.00 0.00 0.00 0.00 0.00 I don't understand anything that is taught 16.13 3.13 10.26 4.55 3.45 7.84 The teacher doesn't appreciate/value me 6.45 6.25 10.26 18.18 10.34 9.80 It doesn't help me in what I plan to do later 19.35 6.25 35.90 31.82 13.79 21.57 Other 35.48 40.63 28.21 31.82 13.79 30.07 The main reasons why they do not learn, according to students, are: they do not have time (25.49%), they can only do (22.22%), it is of no use to them in what they intend to do later (21.57%), they do not have the will (18.30%) and others (30.07%), where most said. There are also some exceptions such as: in the 1st year – 16.13% and the 3rd year – 10.26% of students claim that they do not understand anything of what is taught to them, which raises serious questions; in the 3rd year – 10.26%, the 4th year – 18.18% and the 1st year of the master – 10.34% of students believe that the teacher does not appreciate them. 86 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 18. The environment that determines success in life. In order to identify the environment that determines success in life, students were asked to rank the nominated environments from 1 to 7 in descending order of importance. The results obtained are reflected in Table 19. Table 19 The environment that determines success in life The environment that determines success in life Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total School 17.76 17.66 16.03 15.85 18.33 17.12 Family 18.71 20.70 19.75 21.08 19.68 19.92 Friend group 16.57 16.99 17.48 16.83 16.97 17.01 Mass media 12.40 11.25 11.05 13.56 12.18 11.93 Extracurricular activities 15.61 11.92 13.22 16.01 13.41 13.86 Educational programs/projects 13.71 16.31 15.04 11.60 13.53 14.26 Other 5.24 5.17 7.43 5.07 5.90 5.90 Total 100 100 100 100 100 100 The environment that determines success in life for students is in first place the family (19.92%), followed by school (17.12%) and the group of friends (17.01%). In last place are the mass media with 11.93% and other media (5.90%). 19. The contribution of success in university to increasing the chances of success in life. To assess the extent to which success in university contributes to increasing the chances of success in life, students were asked to select according to the criteria: very high, high, moderate, low and very low. The results obtained are reflected in Table 20. Approximately 39.22% of students believe that university contributes to increasing the chances of success in life to an appropriate extent and 26.14% to a large extent, and 15.03% believe that university contributes to a small extent and 9.80% to a very small extent to success in life. Table 20 The extent to which success in university contributes to increasing the chances of success in life The extent to which success in university contributes to increasing the chances of success in life Frequency of responses, % Year 1 Year 2 Year 3 Year 4 1st year of master's degree Total Very high 6.45 6.25 10.26 4.55 17.24 9.15 High 25.81 28.13 25.64 18.18 31.03 26.14 Moderate 45.16 53.13 23.08 45.45 34.48 39.22 Low 12.90 3.13 28.21 18.18 10.34 15.03 Very low 6.45 9.38 12.82 13.64 6.90 9.80 Don't know 3.23 0.00 0.00 0.00 0.00 0.65 V. Plămădeală, O. Sugac, V. Goian 87 Journal of Social Sciences March, 2025, Vol. 8 5. Conclusion The ascertaining experiment of learning motivation among students at the Faculty of Mechanical, Industrial and Transport Engineering of the Technical University of Moldova demonstrated that there are certain differences in the manifestation of learning motivation depending on the year and study program followed. By organizing the research and applying specific instruments, it was possible to identify the dominant learning motives and attitudes towards academic subjects, as well as determine the peculiarities of learning motivation among students. The analysis of the results showed that the dominant reasons for learning for most students are cognitive and professional, regardless of the year or study program followed. These reasons include the desire to gain new knowledge, develop their intellectual skills and prepare for their future career. Also, reasons related to personal and professional development were considered important by the majority of students. As for the reasons considered less important, such as external and communicative ones, the results showed that these are mainly related to the desire to avoid reprimands or receive praise, as well as a lack of interest in socializing with peers or in self-education. The average values of the appreciation of academic subjects indicate that students generally consider the subjects to be interesting (with an average of 3.88 points), important (with an average of 4.04 points) and easy to understand (with an average of 3.87 points). This positive attitude reflects the fact that they determine their priorities and interests and are engaged in the learning process. However, a more detailed analysis of the data reveals some differences in the appreciation of subjects depending on the field and year of study. For example, vocational and specialized training subjects are generally rated better than fundamental or humanitarian ones. It is also observed that in general, with advancing in years of study, students give greater importance and appreciation to the subjects, which suggests an increase in involvement and interest in the subject matter as they progress in their academic program. At the same time, identifying attitudes towards academic subjects can provide useful information for adapting the learning process to the specific needs and interests of students, thus contributing to improving their performance and involvement in the educational process. Overall, the responses provided by students provide a detailed picture of their motivation, goals and learning methods, as well as the role that extracurricular activities play in their academic and personal lives. These responses suggest that, in the students' view, success in life is influenced by several factors, including education, motivation, interpersonal relationships and family environment, and that university education plays an important role in preparing them for future success. Thus, the experiment constitutes an important starting point for optimizing the educational process and for supporting students' motivation and commitment in their academic and professional careers. 6. Recommendations Based on the conclusions that reveal the theoretical, applied results and values of the research, the following recommendations are put forward in order to develop and stimulate learning motivation among students of the Faculty of Mechanical, Industrial and Transport Engineering of the Technical University of Moldova. 88 Identifying the reasons for the learning activity of students in vocational technical education Journal of Social Sciences March, 2025, Vol. 8 6.1. Recommendations for teachers Given that student motivation is influenced by the teacher's level of competition, his involvement in teaching, and the enthusiasm and passion with which he does his job, the teacher must analyze his own motivation and the way in which he carries out his teachinglearning-evaluation activities. In this context, a complex of strategies (factors) for stimulating and developing learning motivation is recommended, the essence of which is summarized in the following: ● Creating a stimulating and positive learning environment. The teacher builds a classroom atmosphere in which students feel comfortable and encouraged to express their ideas and questions. A positive and encouraging attitude from teachers can increase students’ motivation and self-confidence. ● Ensuring relevance and applicability. The teacher ensures that the material taught is relevant to students and that they understand how what they are learning can be applied in practice or in their future professional lives. They make connections between the course content and real-life problems or contexts that they may face. ● Engaging students in the learning process. The teacher promotes the active participation of students in the teaching-learning process. They use active teaching methods, such as group discussions, case studies or projects, that involve students in practical activities and problem solving. ● Providing constructive feedback and recognizing performance. The teacher provides regular and specific feedback on students’ performance and recognizes their efforts and achievements. Constructive feedback can help guide students toward continuous improvement and maintain their motivation. ● Using instructional technology effectively. Integrating modern technology into the teaching process can be an effective way to stimulate student interest and engagement. The teacher uses digital tools, online learning platforms, and other technological resources to diversify teaching methods and provide access to relevant and up-to-date educational materials. ● Creating opportunities for individualized learning. The teacher understands the individual needs and interests of students and adapts the teaching process to support their personal and professional development. Provides flexible and personalized learning options that allow students to explore and develop their passions and skills. ● Positive role model. As a teacher, the teacher demonstrates passion and commitment to the subject taught and shows students the importance and benefits of continuous learning and personal development. Being a positive role model, inspires and motivates students to follow their own aspirations and push their limits etc. Special attention should be paid to weak and unmotivated students, encouraging them to work. Towards them, the teacher can adopt the following behaviors: expressing confidence in the ability to succeed; giving them attention as if they were stronger students; avoiding competitive situations with good students; excluding remarks in front of colleagues; avoiding expressing contempt when they fail; showing interest in their successes. At the same time, it can be specified that the problems of learning motivation being extremely diverse, the teacher's intervention cannot be reduced to recipes, but must be adapted to each individual situation.