Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals, Learning Support, Perceived Competence, and Autonomous Motivation

Autor/in	Støen Utvaer, Britt Karin
Titel	Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals, Learning Support, Perceived Competence, and Autonomous Motivation
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 6, S.639-658 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2013.821086
Schlagwörter	Foreign Countries; Secondary School Students; Goal Orientation; Self Determination; Vocational Education; Student Motivation; Incentives; Self Esteem; Health Education; Predictor Variables; Statistical Analysis; Reliability; Correlation; Structural Equation Models; Student Participation; Student Role; Questionnaires; Factor Analysis; Norway + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Zielorientierung; Zielvorstellung; Selbstbestimmung; Ausbildung; Berufsbildung; Schulische Motivation; Anreiz; Self-esteem; Selbstaufmerksamkeit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Prädiktor; Statistische Analyse; Reliabilität; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fragebogen; Faktorenanalyse; Norwegen
Abstract	The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and different types of autonomous motivation are associated with students' experiences of meaning. The sample consisted of health and social care students (N?=?405) in upper secondary school. The results indicated that intrinsic goals encouraged meaningfulness in all subjects, whereas extrinsic goals related to perceived meaninglessness in vocational subjects. Learning support, perceived competence, and autonomous types of motivation all have a positive link to students' experiences of meaning, either directly or indirectly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10