The study by Müller and Palekčić provides a three-year follow-up researching the dynamics of learning motivation among the higher education recipients. To analyze the results, the researchers rely on the correlation between the students’ learning motivation and the fulfillment of their needs for autonomy, affiliation, and competence (Müller and Palekčić 34). The research is conducted in a bias-free manner as it cites the works in psychological research that confirmed that there is a relationship between motivation and the psychological needs of an individual. The study can be repeated within the same setting and show the same result. The study results can be compared to those of similar settings (workplace motivation, for instance).
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Therefore, one may conclude that the study is reliable. Besides, it can be characterized as valid as its results apply to other educational situations that involve the identification and research of the drivers of motivation. The research report indicates that the relation between the motivation of the participating learners and the fulfillment of their psychological needs remained stable throughout the study. This tendency shows that the established connection is valid. To make sure that their interpretation is accurate, the scholars look into various years and factors that occur during the higher and lower motivation periods and determine that those are the driving predictors (Müller and Palekčić 36). No disastrous events occurred during the program to impact the results. Finally, the generalizability of the study is rather high as it investigates the moving forces of the motivation of learners which means that the study can be applied to students of various ages and from different schools and colleges. The study can even be applied to the learning motivations of employees enrolled in different qualification improvement programs.
Müller, Florian H. and Marko Palekčić. “Continuity of Motivation in Higher Education: A Three-Year Follow-Up Study.” Review of Psychology 12.1 (2005): 31-43. Print.
Shah, Sayyed Rashid. “Empowering EFL teachers through distributed leadership: A critical perspective on leadership practices in an educational institution.” International Journal of Business and Social Science 5.10 (2014): 9-25. Print.