Exploring the Motivators and Blockers in Second Year Undergraduate Students: An Ecological System Approach

Autor/inn/en	Loh, Jennifer M. I.; Robinson, Ken; Muller-Townsend, Katrina
Titel	Exploring the Motivators and Blockers in Second Year Undergraduate Students: An Ecological System Approach
Quelle	In: Australian Educational Researcher, 48 (2021) 1, S.85-106 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loh, Jennifer M. I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00385-w
Schlagwörter	Undergraduate Students; Student Motivation; Systems Approach; Engineering Education; Nursing Education; Psychology; Student Attitudes; Academic Persistence; School Holding Power; Self Determination; Context Effect; Barriers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schulische Motivation; Systemischer Ansatz; Ingenieurausbildung; Pflegepädagogik; Psychologie; Schülerverhalten; Selbstbestimmung; Ausland; Australien
Abstract	This study explored second year undergraduates' academic motivators and blockers at multiple ecological system levels. A total of 47 second year undergraduate students from Engineering, Nursing and Psychology in an Australian city university took part in participant-led interviews regarding their academic experience beyond their foundational semester. Using an ecological system approach as the overarching theoretical framework, Tinto's model of student retention/persistence and Self-Determination Theory (SDT) were merged within this framework to identify potential motivators and blockers across individual, microsystem, mesosystem and macrosystem levels. Results revealed that academic motivators and blockers existed at multiple ecological levels and wielded direct as well as indirect impacts on student persistence. Cohort and context-specific challenges were also identified and this demonstrated the need to better understand the contributions of an ecological approach to student persistence experience. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01