Characterizing the Motivational Orientation of Students in Higher Education: A Naturalistic Study in Three Hong Kong Universities

Autor/inn/en	Kember, David; Hong, Celina; Ho, Amber
Titel	Characterizing the Motivational Orientation of Students in Higher Education: A Naturalistic Study in Three Hong Kong Universities
Quelle	In: British Journal of Educational Psychology, 78 (2008) 2, S.313-329 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709907X220581
Schlagwörter	Higher Education; Student Motivation; Objectives; Foreign Countries; Teaching Methods; Interviews; Grounded Theory; Models; Student Attitudes; Social Cognition; Theories; Compliance (Psychology); Student Interests; Career Development; Hong Kong + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulische Motivation; Goal definition; Zielsetzung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Analogiemodell; Schülerverhalten; Soziale Kognition; Theory; Theorie; Studieninteresse; Berufsentwicklung; Hongkong
Abstract	Background: Consideration of motivation in higher education has often been drawn upon theories and research that were based upon school or workplace studies. Aims: This paper reports an open naturalistic study to better characterize the motivational orientation of students in higher education. Method: Open semi-structured individual interviews were conducted with 36 students from three universities in Hong Kong. The analysis used an exploratory grounded theory approach. Results: Motivation was characterized as a framework with six continua with positive and negative poles. On enrollment, students had positions on the six facets of motivation, which shifted as they progressed through their degree, according to perceptions of their teaching and learning environment. The positive poles of the six continua were given labels: compliance, individual goal setting, interest, career, sense of belonging and university lifestyle. Conclusion: The formulation of motivational orientation is consistent with contemporary social cognitive theories of motivation in that it has been characterized as a multifaceted phenomenon, with students expressing context-dependent multiple motives. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10