Literaturnachweis - Detailanzeige
| Autor/in | Adcroft, Andy |
|---|---|
| Titel | The Motivations to Study and Expectations of Studying of Undergraduate Students in Business and Management |
| Quelle | In: Journal of Further and Higher Education, 35 (2011) 4, S.521-543 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0309-877X |
| DOI | 10.1080/0309877X.2011.590581 |
| Schlagwörter | Undergraduate Students; Student Attitudes; Learning Motivation; Measures (Individuals); Expectation; Correlation; Student Interests; Test Anxiety; Student Evaluation; Statistical Analysis; Business Education; Management Development; Motivated Strategies for Learning Questionnaire |
| Abstract | The purpose of this article is to examine the relationship between motivations to learn and expectations of learning and to see if there are any differences across student groups based on their choice of degree programme and level of study. Six scales were used from Pintrich et al.'s Motivated Strategies for Learning Questionnaire, of which two were adapted for this study, to measure motivations to learn and expectations of learning amongst undergraduate students. Across different levels of study and programmes, 564 responses were collected. The study suggests that there is a correlation between the degree of importance and interest that students attach to their studies, their beliefs about how well they will do and their overall levels of motivation to learn. These relationships vary across different student groups. The study also found that the degree of anxiety about assessment experienced by students was independent of their motivations and expectations and did not differ significantly between any student groups. (Contains 6 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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