Alongside the current demand for advanced degrees, teachers are often compelled with the professional duty to study further. Since motivation is a critical concept in understanding the participation of these individuals in pursuing advanced learning, this exploratory research aims to provide a deeper understanding of the motivational dynamics of the graduate students of education (GSEs) through the hedonic and eudaimonic lenses, which is a relatively new setting for this idea. The self-determination theory juxtaposed this in a simple query about whether graduate students are studying for pleasure, virtue, or both. The method in this work is described in two parts. First, the hedonic and eudaimonic motivation of 594 samples of GSEs was measured through a developed Integrated Hedonic–Eudaimonic Motivation Scale. Second, cluster analysis of the survey results was employed with K-means clustering and ANOVA to determine the distinct groups of GSEs and their characteristics. The findings of this study suggest that GSEs, in general, have a high level of both hedonic and eudaimonic motivation and, thus, classified under the “flourishing” typology. Based on their characteristics, the cluster analysis generated three distinct clusters: passionate cluster, progressive cluster, and struggling cluster. Using ANOVA, the following variables were identified as the major contributors to the distinction of the three clusters: hedonic motivation, age, master’s degree major, doctor’s degree institution, doctor’s degree program, sources of funding, the support given to parents, and net income.

除了当前对高级学位的需求外，教师通常还被迫承担进一步学习的专业责任。由于动机是理解这些人追求高级学习的参与的关键概念，因此本探索性研究旨在通过享乐主义和极情感主义的视角，更深入地了解教育研究生（GSE）的动机动力。这个想法相对较新的设置。自决理论在一个简单的查询中将其并列，即有关研究生是否在学习享乐，美德或两者兼而有之。这项工作中的方法分为两个部分。首先，通过建立的综合享乐-大同性动机动机量表测量了594个GSE样本的享乐和大同性动机。第二，将调查结果的聚类分析与K-均值聚类和ANOVA结合使用，以确定GSE的不同类别及其特征。这项研究的发现表明，一般来说，GSE具有享乐和自我记忆的高水平动机，因此被归类为“蓬勃发展”的类型。基于它们的特征，聚类分析生成了三个不同的聚类：热情聚类，进步聚类和挣扎聚类。使用方差分析，以下变量被确定为这三个集群的主要贡献者：享乐动机，年龄，硕士学位专业，博士学位机构，博士学位课程，资金来源，对父母的支持以及净收入。