Factors influencing geography students' motivation and their significance for the work in a community-based research service-learning course.

Autor/inn/en	Bittner, Janine; Kempchen, Janina
Titel	Factors influencing geography students' motivation and their significance for the work in a community-based research service-learning course.
Quelle	Aus: The 10th IAFOR international conference on education in Hawaii (IICE2025), January 3-7, 2025. Honolulu, Hawaii, USA, and online. Official conference proceedings. Naka Ward, Nagoya, Aichi: The International Academic Forum (2025) S. 639-654 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	2189-1036
DOI	10.25656/01:32989 10.22492/issn.2189-1036.2025.54
URN	urn:nbn:de:0111-pedocs-329898
Schlagwörter	Inhaltsanalyse; Interview; Qualitative Forschung; Community; Motivationspsychologie; Motivation; Forschendes Lernen; Engagement; Forschendes Lehren; Student; Deutschland
Abstract	In this paper, the authors aim to address the major motivational factors of geography students in general and explore the extent to which these factors were important in working in a community-based research service-learning course. They designed a qualitative interview study as accompanying research to a study project in the bachelor's degree programme at the Ruhr University Bochum. Participation after the end of the course was voluntary; 13 course participants agreed to take part. One area of the interview guideline focussed specifically on motivational aspects. The authors examined the following research questions: RQ 1 What form does motivation take among participants? What are key factors that drive them in general? RQ 2 What role does motivation play in the work of the study project? The interviews were fully transcribed, and the qualitative data was pseudonymised and analysed by qualitative content analysis using the inductive category formation method. In response to the question regarding different forms of motivation, the following main categories could be identified: "relationship-related motivation", "performance-related motivation", "innovation-related motivation" and "personality-related motivation". The highest code frequency is in the main category of "performance-related motivation" which shows the particular importance of things like setting a goal or achieving your own success through your own effort for the students. Followed by "relationship-related motivation", the second most important. For the work in the study project, the motivation factors with a performance reference are precisely those that are relevant. Relationship-related motivational factors, however, played no role in working in the study project course. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3