Identifying Motivational Profiles among VET Students: Differences in Self-Efficacy, Test Anxiety and Perceived Motivating Teaching

Autor/inn/en	Cents-Boonstra, Miriam; Lichtwarck-Aschoff, Anna; Denessen, Eddie; Haerens, Leen; Aelterman, Nathalie
Titel	Identifying Motivational Profiles among VET Students: Differences in Self-Efficacy, Test Anxiety and Perceived Motivating Teaching
Quelle	In: Journal of Vocational Education and Training, 71 (2019) 4, S.600-622 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cents-Boonstra, Miriam) ORCID (Lichtwarck-Aschoff, Anna) ORCID (Denessen, Eddie) ORCID (Haerens, Leen) ORCID (Aelterman, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1549092
Schlagwörter	Vocational Education; Student Motivation; Self Efficacy; Test Anxiety; Self Determination; Vocational Schools; College Students; Foreign Countries; Profiles; Learning Motivation; Netherlands + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Selbstbestimmung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Collegestudent; Ausland; Charakterisierung; Profilanalyse; Motivation for studies; Lernmotivation; Niederlande
Abstract	There are indicators that a substantial number of students in vocational education and training (VET) experience problems with successfully building their careers. This is often attributed to VET students' motivation. The present study provides insight into VET students' motivational profiles based on self-determination theory. Additionally, differences between those motivational profiles in terms of self-efficacy, test anxiety and perception of motivating teaching were investigated. The study involved 195 VET students, from one VET college in the Netherlands. Using latent profile analyses, four motivational profiles were identified that differed with respect to quality and quantity of motivation. Profiles with higher quality (25%) and higher quantity (27%) of motivation were related to higher levels of self-efficacy and perceived motivating teaching compared to profiles with low quantity (7%) or low quality (41%) of motivation. Furthermore, students in the profile with high-quality motivation reported the lowest levels of test anxiety. Additionally, our findings suggest there is indeed a relatively large group of VET students (48%) who actually experience motivational problems. Practical implications and directions for future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01