Научная статья на тему 'A framework for understanding motivation in students'

A framework for understanding motivation in students Текст научной статьи по специальности «Науки об образовании»

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MOTIVATION / ATTITUDES / LEARNING / EDUCATION

Аннотация научной статьи по наукам об образовании, автор научной работы — Velez Osorio Iris Maria

The main goal of this article is to establish how for understanding student´s behavior especially motivation is required different theories where each one has a complement in another. It is developed a further analysis about the different theories about motivation and their impact in the education student environment, proposing at the end a model for evaluate the motivation process in students.

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Текст научной работы на тему «A framework for understanding motivation in students»

Section 1. Education in business and economics

Velez Osorio Iris Maria, Universidad Cooperativa de Colombia, Master in Organization's Science, Faculty of Business E-mail: irisvelez17@hotmail.com

A framework for understanding motivation in students

Abstract: The main goal of this article is to establish how for understanding student's behavior — especially motivation — is required different theories where each one has a complement in another. It is developed a further analysis about the different theories about motivation and their impact in the education student environment, proposing at the end a model for evaluate the motivation process in students.

Keywords: Motivation, attitudes, learning, education.

Introduction loads, substituting lower cost part-time faculty for higher

The report of Unesco in 2009 [1] called: "Trends in cost full-time academic staff— are difficult, academically Global Higher Education: Tracking an Academic Revo- problematic and heavily contested. Policy solutions on

lution" affirm: "The expansion of student numbers has presented a major challenge for systems where the tradition has been to provide access to free or highly subsidized tertiary education. In financial terms, this has become an unsustainable model, placing pressure on systems to fundamentally restructure the 'social contract' between higher education and society at large. Parents and/or students are increasingly responsible for tuition and other fees. Tuition fees are emerging even in Europe, long the bastion of free public higher education" [1].

One of the big problems for higher education is the absorption of all the students that are prepared for entering to higher education and do not have the financial resources, "The worldwide surge in private higher education and the financing models for this sector have important implications for students and society. These trends have generally led to increasing austerity in universities and other postsecondary institutions (overcrowded lecture halls; outdated library holdings, less support for faculty research, deterioration of buildings, loss of secure faculty positions, faculty brain drain as the most talented faculty move abroad). The austerity has been most crippling in Sub-Saharan Africa but it is serious throughout developing countries and in countries in transition. In response to these financial pressures, universities and national systems have sought solutions on the cost and demand side. The first — increasing class sizes and teaching

the revenue side include cost-sharing — generally associated with tuition fees and 'user charges' for room and board. Tuition fees have been introduced in countries where higher education was formerly free or nearly so (China in 1997, United Kingdom in 1998, Austria in 2001)" [1].

In this case, students with resources will be more motivated to continue their studies because they do not get pressure about scarcity of resources they are thinking more about grades than about financial problems, while students with scholarships are all the time thinking about grades that allow them to maintain the scholarship while they have big financial problems even with a full or partial scholarship.

In this way, motivation to hold students that already have access to education, and that want to stay in the University, became in an important subject for the educational sector, theories about motivation had revealed as the issue most studied in Organizational behavior, for example, Locke and Latham [4].

Motivation had been study particularly in job environment, but nowadays in education, has become in an important issue to understand how some particular conditions external and internal can impact student behavior, very similar to what had been studied in work environment.

Studies in Locke and Latham [4] insist "Work motivation has been of interest to industrial/organizational

(I/O) psychologists at least since the 1930s, stimulated in large part by the famous Hawthorne studies [2], which focused mainly on the effects of supervision, incentives, and working conditions. However, it was not until 1964 that Vroom made the first attempt to formulate an overarching theory — namely, a hedonistic calculus called the "valence-instrumentality expectancy model." Theory building in the field of work motivation, however, has typically been more specialized than Vroom's overarching model. Argyris (1957), for example, focused on the congruence between the individual's needs and organizational demands. Herzberg and colleagues [3] focused primarily on sources of work satisfaction and, within that domain, mainly on ways in which the job could be designed to make the work itself enriching and challenging. Later, Hackman and Oldham (1980) extended Herzberg's" [4].

Locke and Latham [4] had tried to integrated all different theories in order to propose recommendations who build motivation theories, the model proposed by Locke (1997) where different motivation theories are incorporated is very useful to understand how motivation is possible through different elements, "Locke (1997) made a preliminary attempt at integrating theories of motivation in the workplace. The model, begins with an employee's needs, moves to acquired values and motives (including personality), then to goal choice, and thence to goals and self efficacy. The latter two variables constitute a "motivation hub" in that they are often the most direct, conscious, motivational determinants of performance. Performance is followed by outcomes, and outcomes by emotional appraisals, such as employee satisfaction and involvement, that lead to a variety of possible subsequent actions. (Job satisfaction, of course, may also affect performance; the precise causal relationship between them is not fully known [see Judge, Thoreson, Bono, & Patton, 2001].)job characteristics are shown as affecting satisfaction. The place where a specific theory applies is shown by the dotted boxes. This is not a speculative model. Every connection but one — namely, the link from needs to values — is based on empirical research" [4].

The authors proposed "six recommendations for building theories of work motivation that are more valid, more complete, broader in scope, and more useful to practitioners than existing theories. 1) Integrate extant theories by using existing meta-analyses to build a megatheory of work motivation. 2) Create a boundaryless science of work motivation. 3) Study the various types of relationships that could hold between general (trait) and situa-tionally specific motivation. 4) Study subconscious as well

as conscious motivation. 5) Use introspection explicitly in theory building. 6) Acknowledge the role of volition in human action when formulating theories" [4].

In this order of ideas, it is pretend to recognize what will be the theories that fits to understand what motivated students, how to retain them into the university, how to play with external and internal motivation in order to develop guidelines to stimulus students to learn and stay at the university.

Theories Required to Understand Motivation in Students

Authors as Atkinson and Birch (1978), Pinder (2008) considered that all behavior is at list partially determined by individual motivation, it is really essential to recognized that motivation is a particular subject related to Organizational Behavior, which inside the discipline has develop its own place "the central importance of motivation to the field of I/O Psychology is reflected by the fact that theory and research on nearly every topic directly or indirectly invokes the concept of motivation as an antecedent, correlate, or consequence (Pinder, 2008)." [5].

Motivation is traditional studied in two categories: intrinsic and extrinsic, both play an important role for understanding motivation and the huge possibilities if it is understand the motivation as a tool for improving performance:

Intrinsic Motivations, correspond to the individual interest to make an action, without external characteristics that conducted the behavior, it means is not a reward for the behavior is the pure idea of making an activity, the intrinsic motivation is the most study issue in educational sector because, in general, the intrinsic motivation get lost in professors and students to teach and to learn. This kind of motivation depends of:

• Personality

• Desires

• Ethical perspective

• Needs

• Self-esteem

• Personal goals

Extrinsic Motivation, depends on external goals and forces, it is the motivation that could be controlled in order to get a specific behavior and performance, the extrinsic motivation have a high impact in productivity, depends in general of social, economic and political factors.

There are different theories that try to understand the main topic of motivation: what is atractive (goal) for a person and how this person develop strategies for reach this goal, these theories are divided in content theories and process theories (see Table No. 1 below) Gibson et al. (2011) [6].

Table 1. — Administrative Perspective of Content and Process Theories

Theoretical Base Theoretical Explanation Authors Administrative Application

Content It is focus on personal internal factors that activate, manage, support and stop the behavior. Maslow: hierarchy of needs in five levels. Alderfer: hierarchy of three levels (ERG). Herzberg: two important factors called motivators of hygiene. McClelland: three needs learned acquire of culture: achievement, affiliation and power. The managers must to be aware of different needs, desires and goals because each individual is unique in a lot of ways.

Process It describe, explain and analyze how is activated, manage, support and its stop the behavior. Vroom: theory of expectations of options. Adams: theory of equity based on comparisons that make the individuals. Skinner: theory of reinforcement which is about learning as consequence of behavior. Locke: Goal Setting Theory that affirm which determined the behavior are the goals and aware intentions. The managers must to understand the process of motivation and how the individuals choose agree with their preferences, rewards and goals.

Source: Gibson, Ivancevich, Donnelly, Konopaske (2011,

The theories chosen for this study correspond to: Maslow (theory of content: Hierarchy of needs) [7], Locke (theory ofprocess: Goal Setting Theory) [8], and Bandura (Social Cognitive Theory) [9].

Theory of Hierarchy of Needs (Maslow): The Unsatisfied Needs

Maslow exposed that the motivation is caused by unsatisfied needs where the individual try to satisfied two different needs, in a low level and high level. Maslow classified the human needs in 5 different categories:

• Physiological: Needs of food and pain relief;

129).

• Safety: Feeling free of hostile environment and danger;

• Belongingness and love: Need of social interaction and join to a group;

• Self esteem: Need of being recognized and respect by others;

• Self fulfilled: reaching the own goals, using all the potential.

For Maslow the basic needs or low needs are going to be satisfied first or at list — are the needs that human being try to satisfied first — then is going to search for higher needs, for example, Self fulfilled; at that point once satisfied needs the motivation stop.

fulfilled

Self Esteem

Belongingness and Love Needs

Safety Needs Physiological Needs

Figure 1. Maslow's Hierarchy of Needs Source: The author based on Maslow's Hierarchy of Needs

In own research it is notice how students should be motivate for unsatisfied needs; it is possible that a student who has physiological needs and safety needs complete by its home, could be more interesting in belonging to a group and reinforce its self-esteem then this student will be interested in complete their studies even with a scholarship or by the own possibilities of paying a undergraduate program, in other case, a student who has physiological needs and safety needs incomplete at home, could be more interesting in finding a scholarship in order to cover part of these incomplete needs, and after satisfied the higher needs: belonging to a group, self esteem, self fulfilled but also could be interesting in getting a job more than studying in order to reach the physiological needs first, then try to reach the self fulfilled needs.

This behavior in students, can be explain in Shantz and Latham (2009) who considered that "Arguments for induction and against premature theorizing have been advanced by Locke (2007). Nevertheless, a theory in social psychology that may further explain this phenomenon is McClelland's (1989) theory of implicit motives. McClelland labeled motivational constructs that are assessed by projective techniques as implicit motives, and those assessed by self reports as explicit motives. The former operate outside a person's awareness. They are motivational dispositions aimed at the attainment of a specific goal" [10]. This means that students in general, has already an specific goal for example, finishing their studies but the conditions under they set this goal are going to recreate motivational dispositions to accomplish this goal, each subject will report different levels of motivation depending the complete needs satisfied or not, and also depending how important is the need of self-fulfilled as the last need in the scale. To explain in detail this phenomena is required to understand the Goal Setting Theory defined by Locke (1968).

Goal Setting Theory (Locke)

Locke and Latham [4] exposed motivation as: "internal factors that impel action and to external factors that can act as inducements to action. The three aspects of action that motivation can affect are direction (choice), intensity (effort), and duration (persistence). Motivation can affect not only the acquisition of people's skills and abilities but also how and to what extent they utilize their skills and abilities" [4].

Locke (1968) proposed the Goal Setting Theory where he proposed the existence of conscious goals which were determinants of conduct; the individual has the intention of reaching a goal its behavior was con-

sequence of this intention, in order to understand this theory is important analyze four specific concepts:

• Specificity of goal: it corresponds to the clarity of the goal.

• Difficulty of goal: Level of performance that is search.

• Intense of goal: define how to reach the goal.

• Commitment with the goal: it is the effort for accomplish the goal

Locke and Latham (2006) "Goal-setting theory has high internal and external validity. As of 1990, support for goal-setting effects had been found on more than 88 different tasks, involving more than 40,000 male and female participants in Asia, Australia, Europe, and North America (Locke & Latham, 1990). Goal effects have been found in both laboratory and field settings, using both correlational and experimental designs and numerous dependent variables. Time spans have ranged from 1 minute to 25 years and effects have been obtained at the individual, group, and organizational-unit levels. Goals are effective even when they come from different sources; they can be assigned by others, they can be set jointly through participation, and they can be self-set" [8]. Locke exposed that a goal has the following characteristics:

• Clarity

• Challenge

• Commitment

• Feedback

• Task Complexity

For Locke and Latham [8] "There are four mechanisms or mediators of the relationship between goals and performance. High goals lead to greater effort and/or persistence than do moderately difficult, easy, or vague goals. Goals direct attention, effort, and action toward goal-relevant actions at the expense of nonrelevant actions. Because performance is a function of both ability and motivation, goal effects also depend upon having the requisite task knowledge and skills. Goals may simply motivate one to use one's existing ability, may automatically "pull" stored task-relevant knowledge into awareness, and/or may motivate people to search for new knowledge. The latter is most common when people are confronted by new, complex tasks. As we will show, such searches may or may not be successful. Goals, in conjunction with self-efficacy (task-specific confidence; Bandura, 1997), often mediate or partially mediate the effects of other potentially motivating variables, such as personality traits, feedback, participation in decision making, job autonomy, and monetary incentives" [8].

Agree with the kind of goals set by students themselves or by the university as institution, the behavior of students will change, more higher the goal more pressure to accomplish at list a level to almost reach the goal or reach it at all. For students the extrinsic motivation became more important when they are behaving in groups, if we make the experiment between two different groups where the grades are public and in other group the grades are secret and never publish for all the students, the punishing of the group for a particular student which grades are low will be so extreme that all the students will prefer to try to get better grades, studying more, cheating, memorizing or doing more homework to be able to improve their grades. Nevertheless, students also are limited to intrinsic motivation, in this particular experiment, students will be motivated if for example, they know that for a better grades they will obtain a scholarship which will positive impact their career to get a better job because a better curriculum.

With the goal setting theory is possible to understand how students set particular goals and behave in consequence, but something interesting appears when some goals are more complex than others, these will make that students behave completely different some of the students that are very competitive will be discourage by

simple objectives, they considered this as an insult to

their intelligence and some of them became angry and upset and performance starts to go down, but when they have very complex and challenging goals are more focus and earnest. This is the reason why in the classroom when we have students that are above the mean of other students, they will help the others to compete and get the mean of the group higher in comparison with the group without "the best students", this behavior is what I called in the model the "motivation for the best" people tend to compare with the best or they idea about what is the higher score and work and behave in consequence, more complex and challenging the goal more hard work can be seen in students groups.

Now this students that are considered the "best students" for higher grades will impact the behavior of the group and professor should design the class in consequence, this means students are impacted by external characteristics and internal but the conjunction between them internal and external plus the individualities of students will create a particular behavior, that is motivated for the coincidence of all these factors.

Social Cognitive Theory (Bandura)

Bandura proposed the social cognitive theory in 1986, which considered that the individual behavior is

caused by the environment but at the same time the individual behavior caused the environment, the Bandura (1986) added the psychological process. "In this model of reciprocal causation, behavior, cognition and other personal factors, and environmental influences all operate as interacting determinants that influence each other bidirectionally.

Bandura [11] in the social learning theory affirm that "a social-learning theory of observational learning is not confined to imitation of models to whom the observer has cathectic attachment, but is designed to encompass a diversity of modeling outcomes based upon direct and vicarious experiences with actual and symbolic models. In this formulation the incentive conditions impinging upon the model and imitative response feedback variables, as well as the model's competence, rewarding quality, and social power, are regarded as important determinants of overt expression of identifica-tory responses" [11]. "Reciprocal causation does not mean that the different sources of influence are of equal strength" [12]. For Bandura there are steps in the process of modeling:

• Attention: for learning is required to be focus in what you are learning if not there is going to be a difficult process.

• Withholding: the ability of trying to remember what we learn, it works as a file in the brain with all the information learned.

• Playback: the possibility of repeating behaviors, the imitation of behaviors improves with practice.

• Motivation: last it is necessary to want imitate a behavior, it means have the interest in the activity, the most clear example, is the Bandura's doll study when a group of child to who is presented a show where a doll was beaten, after children are given a doll and they repeated the behavior, Bandura [9] called this learning for modeling where is possible to find reinforcement and punishment.

The behavior is learned by imitation in the childhood but when the reinforcement or punishment is applied, it will be transform in continuous behavior further the childhood, this will be dangerous for kids that are learning violent behavior from other kids in the school for example, the became violent behavior as normal and will reply to others, creating social models that in the long term will transform in accepted behaviors for all community members.

Bandura affirm "the provision of social models is also an indispensible means of transmitting and modifying behavior in situations where errors are likely to produce

costly or fatal consequences. Indeed, if social learning proceeded exclusively on the basis of rewarding and punishing consequences, most people would never survive the socialization process. Even in cases where nonsocial stimuli can be relied upon to elicit some approximation of the desired behavior, and errors do not result in perilous outcomes, people are customarily spared exceedingly tedious and often haphazard trial-and-error experimentation by emulating the behavior of socially competent models. In fact, it would be difficult to imagine a socialization process in which the language, mores, vocational and avocational patterns, the familial customs of a culture, and its educational, social, and political practices were shaped in each new member by selective reinforcement without the response guidance of models who exhibit the accumulated cultural repertoires in their own behavior. To the extent that people successfully match the behavior of appropriate societal models, the social-learning process can be greatly accelerated and the development of response patterns by differential reinforcement can be short-circuited" [11].

Students therefore will connect the behavior that is seen by other students, professors and academic community as acceptable, they will act at the university expecting a positive consequence for their behavior and the educational system will change agree with the particular behavior, in order to understand, this interactive cycle the "social cognitive theory subscribes to a model of emergent interactive agency (Bandura, 1986). Persons are neither autonomous agents nor simply mechanical conveyers of animating environmental influences. Rather, they make causal contribution to their own motivation and action within a system of triadic reciprocal causation. In this model of reciprocal causation, action, cognitive, affective, and other personal factors, and environmental events all operate as interacting determinants. Any account of the determinants of human action must, therefore, include self-generated influences as a contributing factor" [12].

Kind of Experiences and Motivation: A New Meaning

Other theories had studied how motivation explain how the internal and external issues affect the motivation and is define that both are required; agree with Harder [13]. "A number of theories have been proposed to explain individual motivation to perform in organizations. Equity theory and expectancy theory are two approaches that have generated a considerable amount of research, but under some conditions, these two theories produce opposite predictions. One such set of conditions was

explored in the current field study, which was designed to test alternative equity and expectancy theory predictions. According to equity theory (Adams, 1963, 1965; Walster, Walster, & Berscheid, 1978), outcomes will be perceived as fair when the ratio of outcomes to inputs is equal across individuals. According to expectancy theory (Mitchell & Biglan, 1971; Nadler & Lawler, 1977; Porter & Lawler, 1968; Vroom, 1964), individuals will be motivated to perform by two expectancies. The first expectancy is the probability that a given performance will lead to certain desired outcomes. The second expectancy is the probability that effort exerted will lead to the desired performance. These two expectancies interact with each other and with the valence (attractiveness) of outcomes to determine the overall level of motivation." Then the author proposed agree with his study that "Equity performance effects depend on the strength of the performance-outcome expectancy" [13].

Agree with the previously analysis students will be motivated for the interaction between intrinsic motivation with the particular needs, extrinsic motivation that came with the environment, particularly with the goals that are set in the university and the interaction between these two plus a social cognitive behavior will impact their motivation and in consequence behavior at the University (See Figure 2 below), these theories social, content and process allows to have an integrate view about motivation in students and design strategies to teach the students from a very different generation in a very technological environment.

In consequence is possible to affirm that students will be motivated since different perspectives, which make the motivation process more complexed than is believed, it is not just about the reward or punishment, it is required to included specific needs with particular ways to satisfy them, also the context where the student is involved, and particular behavior from others and what they received in the academic environment (See Figure No. 3 below). All the motivation theories had involved key elements to understand how student's behavior includes: goals, needs, relations, expectations, and most important cognitive elements that determine how each student will react different to certain stimulus.

Starting the process in the particular needs that each student possibly has, the model begins with the search of fulfilled the unsatisfied needs, these needs can be basic or in the high level, while they search for accomplish how to satisfy this needs, their behavior will be impact for external conditions, where it will be particular goals that are set by the University and

will be evaluate in the next step that is evaluation of achievement, depending if they made it or not will be reward or punishment, but the problem appears when this reward or punishment will make the student create a new need that will be fulfilled or not depending of particular intrinsic and external factors, for example, a student that fail a subject will try the next time to pass the subject with less effort thanks to he or she already studied before for the subject, nevertheless, the particular characteristics of the class, professor, partners at the classroom can change their perspective about the subject, then, the behavior will be never the same, the first time the student can have a need for recognition and self-esteem showing that he/she cannot study and win the subject to mockery about the subject, but

the next time the student will determine that he/she prefers to pass the subject to not be punish by friend's group about his/her ability in a particular area; the combination of these different factors make that each time the cycle of motivation will be different agree with the conditions, partners and extrinsic factor that professors can implement to help or punish the student. The intrinsic motivation in consequence is transform for the external issues, the intrinsic motivation will depend of how the individual get transform by the context, their own experience and their resilience and adaptation to the situation, where other people became the most important, because creates a support system and also a comparison system where the ideal of the student is became as a referent, surpass.

Expectancy Theory Vroom 1964

Maslow Theory of content: Hierarchy of Needs

Locke Theory of process: Goal Setting Theory

"Motivation for the "One""

Equity theory Adams 1963,

Berscheid and Walster 1978

Figure 2. Theories in Student's Motivation

Source: The Author

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Agree with Kusurkar et. al [14]. "Many studies have combined intrinsic motivation, integrated and identified regulation as autonomous motivation and introjected and external regulation as controlled motivation (Ryan & Deci 2000b). A motivation signifies the state in which a person lacks the intention to act (Deci et al. 1991; Ryan & Deci 2000 a, b). Intrinsic motivation is built on the inherent needs for 'autonomy', 'competence' and 'relatedness'. The need for autonomy or self-determination is related to the feeling of volition in one's actions. The need for competence is related to one's feelings of capability in achieving the target. The need for relatedness concerns the desire to relate to the significant

Figure 3. Motivation process Source: Adaptation of Gibson (2011, 128)

others in one's life through work and achievement. Significant others could be parents, teachers, colleagues, peers or others; in medical education and practice, it could even mean patients. Fulfillment of these three basic psychological needs makes a person intrinsically motivated for a particular activity" [14].

Conclusions: A Resources Problem?

The motivation in students is one of the more problematic issues in our technological era, the majority of students are less interested about learning in class, they are learning all the time through electronic devices what make students more conscious about what is real knowledge and what is just information,

motivation is a concept that never change, authors as Gardner (1985) suggest that motivation is "the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity" [15]. Nevertheless how to motivate to learn, to be attached in class and develop knowledge transfer between professors and students, and between them is the most difficult matter. The possibility to enter into education is limited for many students, when they finally get financial aid, the context of universities and partners are not always a paradise, they found violence, bullying because economic and racial conditions several times, and problems adapting to the academic environment.

The context for students that have scholarships is a new common environment where they have to fit for getting involve and finish completely their studies, the context is new and give them opportunities and at the same time give them some challenges which had to take advantage, had to struggle with this environment and being motivated all in the same time. The behavior is too different between the students who have the resources for study with not scholarship that the students with scholarships, the family, economic, social and including technological tools becomes in characteristics that could change the performance of a student in its degree. But also, it is important to notice that the university structure and the financial support is changing, some universities are receiving less students and give less support to study, while others are unable to retain students for different situations.

(Unesco, 2009, XVII -XVIII) [1] exposed the problematic about education and main characteristics, "We live today in the midst of a profound economic crisis that will have repercussions in society at large and within higher education in ways that are not yet clear. Many countries and universities will experience financial problems with serious consequences in the short and perhaps the medium term, although the impact will vary worldwide, with some countries less affected than others. Current estimates indicate that certain of the least developed countries will be most affected. The crisis is likely to have the following implications:

• Research universities are likely to see significant constraints on their budgets as governments will be unable to provide the resources needed for their continued improvement. In many cases, the priority will be to allocate funds to ensure that access to the higher education system is not dramatically cut.

• In countries where student loan programs exist, either in the public or private sectors, severe constraints

on their availability to students may be implemented along with increased interest rates.

• The system will face pressure to establish or increase tuition fees for students.

• Cost-cutting practices at many universities will result in a deterioration of quality.

• More part-time faculty are likely to be hired, class sizes increased, and additional actions taken.

• "Freezes" on hiring, construction of new facilities, improving information technology, and purchasing books and journals are likely developments" (Unesco, 2009, XVII -XVIII) [1].

Some studies from students in school, exposed that "the riches of the student's context (economic status) has positive effects on academic performance itself. This result confirms that a sociocultural context riches (correlated with social and economic status, either limitated to it) has positive impact over the scholar performance for students. This confirms the important of shared responsibility between family, community and school in the educative process" [16].

Agree with Unesco (2009, XVIII) [1] "The multiple and diverse responsibilities of higher education are ultimately key to the well-being of modern society, but this expanded role adds considerable complexity and many new challenges. Understanding the broader role of higher education in a globalized world is the first step to dealing constructively with the challenges that will inevitably loom on the horizon. The enormous challenge ahead is the uneven distribution of human capital and funds that will allow some nations to take full advantage of new opportunities while other nations risk drifting further behind" [1].

In consequence the motivation in students will be more than just a resources problem [17], it is a problem of a context that is motivating the student to accomplish a degree, universities that make feel them safe and fulfill in their needs for attachment, belonging and identity [20] will have students with higher performance and better social interchanges. It will be required programs that develop strong incentives in developing countries for potential students to go school and university instead going to commit robbery and crime [19]. The challenge is very high, nowadays, a generation of smarter, easygoing, and relax kids, need to fit in a global world but sometimes they do not know how to do it, and get involve in terrible activities because they do not discern what they really want, this continuous search for "fit" in social [20] groups including friends, family, school, jobs, extracurricular activities, requires a different environment to learn; technologies

advance so fast that every day is demanded a life-long order to captivate this new generation that is learning by

learning, institutions, universities, schools must change in their own.

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