ABSTRACT
A few years ago, a research team with whom one of us was working had a strong suspicion that incidents of student cheating were related to their motivation for attending university. The research team wanted to test this hypothesis but were faced with the problem of how to measure student motivation. We were struck by how little research had been done in this area, by how few measures of student motivation there were, and in particular by how difficult it was to obtain a quick and readily usable indication of what students’ motives were for studying at university. This led us to consider how we could identify, first, what motivates students, and, second, differences between types of motivation.
