ABSTRACT
A few years ago one of us was involved in a programme of research on student cheating in higher education. The research team had a strong suspicion that incidents of cheating were related to student motivation and wanted to test out this hypothesis. We were thus 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 in studying at university. This led us to consider how we could identify, first, what motivates students, and second, differences between intrinsic and extrinsic motivation.
