Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes.

Autor/inn/en	Martens, Thomas; Metzger, Christiane
Titel	Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes.
Quelle	Aus: Kyndt, Eva (Hrsg.); Donche, Vincent (Hrsg.); Trigwell, Keith (Hrsg.): Higher Education Transitions: Theory an Research. London: Routledge (2016) 22 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	New Perspectives on Learning and Instruction
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	9781138670884
URN	urn:nbn:de:0111-pedocs-122960
Schlagwörter	Hochschuldidaktik; Lernmotivation; Studienmotivation; Übergang; Lernmotivation; Übergang Schule - Hochschule; Hochschuldidaktik; Studienmotivation
Abstract	Transitions processes in higher education are characterized by new learning situations which pose challenges to most students. This chapter explores the heterogeneity of reactions to these challenges from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst students at university by using mixed distribution models. Six subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative, anxious and insecure learning motivation. Findings about these patterns can be used to design didactic measures that will support students' learning processes.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4