Motivation Matters: Predicting Students' Career Decidedness and Intention to Drop out after the First Year in Higher Education

Autor/inn/en	Bargmann, Carina; Thiele, Lisa; Kauffeld, Simone
Titel	Motivation Matters: Predicting Students' Career Decidedness and Intention to Drop out after the First Year in Higher Education
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 4, S.845-861 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00707-6
Schlagwörter	Career Choice; Longitudinal Studies; Dropouts; Higher Education; School Holding Power; Decision Making; College Freshmen; Intention; Student Attitudes; Student Interests; Prediction; Student Motivation; Teacher Education Programs + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Decision-making; Entscheidungsfindung; Studienanfänger; Schülerverhalten; Studieninteresse; Vorhersage; Schulische Motivation
Abstract	Higher education institutions are striving to lower student dropout rates to increase the number of academically qualified persons in the labour market and decrease misguided investment. Researchers generally acknowledge that students who are firmly decided on their studies tend to drop out of their studies less frequently. Building on the extended expectancy-value model via the cost component, this longitudinal study investigates changes in and the impact of students' motivation on career decidedness and intention to drop out. We analysed data from 351 first-year university students aiming to become teachers across three measurement points, finding that the task effort of students and, to a lesser degree, their interest value was related to career decidedness and, indirectly, to the intention to drop out after the first year in higher education. Moreover, the results revealed that these students' ability beliefs increased and interest value decreased from the beginning to the end of the first year at higher education. Accordingly, we discuss the theoretical and practical implications taken from these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01