A Phenomenological Study on Lack of Motivation

Titel	A Phenomenological Study on Lack of Motivation
Quelle	In: Educational Research and Reviews, 8 (2013) 16, S.1369-1374 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Phenomenology; Learning Activities; Case Studies; Interviews; Undergraduate Students; Motivation Techniques; Student Motivation; Student Journals; Locus of Control; Qualitative Research; Foreign Countries; Attribution Theory; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Lernaktivität; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Motivationsförderung; Schulische Motivation; Studentenzeitung; Qualitative Forschung; Ausland
Abstract	The aim of this research is to point out the underlying reasons about the lack of motivation at academic activities concerning Attribution Theory. Attribution Theory trys to understand how the people answer "why" question and how they do casual explanations. This research is a qualitative based research. It used the phenomenological design. The subject, one undergraduate student, for the study was selected via critical case study method. The data were gathered with the use of one-on-one interviews. The data analysis is done in four stages. The first stage, the verbal interview conversation is decoded and the exercise in writing is read from beginning to end. At the second stage, the static themes and literals are determined. For the third stage, the analysis is shown in the chart. And at the last stage, the main experience is put forward. The results of the data analysis revealed that the main reasons for the lack of motivation for undergraduate students were weakness of willpower, lack of ambition and purpose, a feeling of pessimism for the future, reluctance of faculty members, and lack of motivating activities. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10