The impact of the religiousness of students on their motivation in school learning

Abstract

UDK:  371.212:2

The subject of this article is the correlation between religiousness of students and their motivation for learning in school. The research aimed to establish, based on the attitude of primary and secondary school students, whether or not and to what degree the faith of students impacts their motivation for school learning. The method of theoretical analysis and descriptive-analytical survey method was used, and the questionnaire was employed as a research tool in this particular research, whereas, the Questionnaire on religiousness (Isić, Perić, Neimarlija, 2014) and a questionnaire on school motivation, namely– The Inventory of School Motivation – ISM (Ali, Mc Inerney, 2005). The results of this research showed that religiousness has a statistically positive effect on motivation for learning in school. Faith encourages students to fulfil their tasks, and make efforts in learning, it inspires group learning activities, and competition as well as it develops a tendency to help others in completing school tasks and obligations. It also showed that there is no qualitative difference in the religiousness of primary and secondary school students and that there is no difference between genders in this regard. Finally, in conclusion, it is stated that religious studies as a school subject as well as other religious factors have a higher degree of educational and a lesser upbringing impact which aims at religious practice. This can be seen as an indicator that the upbringing elements should be enhanced in future.