Choose Wisely: Intrinsic Motivation for Enrollment Is Associated with Ongoing Intrinsic Learning Motivation, Study Success and Dropout

Autor/inn/en	Messerer, Laura A. S.; Karst, Karina; Janke, Stefan
Titel	Choose Wisely: Intrinsic Motivation for Enrollment Is Associated with Ongoing Intrinsic Learning Motivation, Study Success and Dropout
Quelle	In: Studies in Higher Education, 48 (2023) 1, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Messerer, Laura A. S.) ORCID (Karst, Karina) ORCID (Janke, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2121814
Schlagwörter	College Students; Enrollment Influences; Motivation; Learning Motivation; Academic Achievement; Dropout Prevention; Grade Point Average; Intention; Foreign Countries; Dropout Rate; Germany + Suchen Sie Ihr Suchwort? Collegestudent; psychologische; Motivation (psychologisch); Motivation for studies; Lernmotivation; Schulleistung; Ausland; Deutschland
Abstract	Student dropout is a frequent phenomenon in higher education institutions that entails high costs for individuals, institutions, and society as a whole. Thus, it is crucial to identify protective factors regarding dropout in cases in which it could have been prevented. In line with Person-Environment Fit Theory, we assume that intrinsic motivation for enrollment (i.e. choice of major based on personal interests) is an important protective factor that facilitates intrinsic learning motivation over time, which should in turn be positively associated with performance at university and negatively associated with dropout (intentions). We tested these assumptions in two longitudinal studies using structural equation modeling. In study 1, we found that intrinsic motivation for enrollment was associated with a positive development of intrinsic learning motivation (N = 774 students, two time points during the first two semesters). In study 2, we investigated whether intrinsic learning motivation mediated the association between intrinsic motivation for enrollment and study success variables (N = 1185 students, three time points during the first academic year). Intrinsic motivation for enrollment was only slightly positively associated with university GPA, but negatively with students' dropout intention measured one year later -- mediated via intrinsic learning motivation. We did not find an association between intrinsic motivation for enrollment and actual dropout. The presented research provides the foundation for a process model linking the quality of motivation for enrollment to study success, which has strong implications for counseling of prospective students as well as for the identification of students at risk. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01