"I wanted a profession that makes a difference". An online survey on first-year students' study choice motives and sustainability-related attributes.

Autor/inn/en	Oberrauch, Anna; Mayr, Helga; Nikitin, Ivan; Bügler, Tanja; Kosler, Thorsten; Vollmer, Christian
Titel	"I wanted a profession that makes a difference". An online survey on first-year students' study choice motives and sustainability-related attributes.
Quelle	In: Sustainability, 13 (2021) 15, S. 1-28 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2071-1050
DOI	10.3390/su13158273
Schlagwörter	Selbstwirksamkeit; Motivation; Didaktik; Unterricht; Engagement; Nachhaltige Entwicklung; Berufswahl; Hochschulbildung; Studienwahl; Konzept; Schweiz; Österreich
Abstract	Higher education institutions are obligated to facilitate students in the development of sustainability competencies, which enable them to act as "change agents" in their future profession-specific environment. Therefore, students' study motives, prior knowledge, attitudes, and experiences regarding sustainability should be considered when designing Education for Sustainable Development (ESD) programmes. The present study compares first-year students in teacher training with first-year students in other study programmes and explores their study choice motives as well as sustainability-related conceptions, engagement and self-efficacy beliefs using a semi-standardised online questionnaire. Results show that the choice of study is dominated by intrinsic factors and the relevance of extrinsic factors differs by degree programmes with lower extrinsic values for the teacher training students. Regarding sustainability, we find simple and often unelaborated concepts. Teacher training students show significantly higher scores than non-teacher training students regarding the sustainability-related behavioural domain and self-efficacy beliefs. In addition, a gender gap increasing with age and with lower sustainability scores for older males could be identified but only for teacher training students. In conclusion, the results show valuable starting points as well as challenges that should be considered when designing target-oriented learning processes in (inter)disciplinary sustainability courses at higher education institutions. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2022/3