Cohorts Motivation and Learning Climate Trajectories in Higher Education: A Multi-Year Study

Autor/inn/en	Akoto, Edward O.; Akoto, Eunice V.; Hough, Christie; Campbell, Nathanael S.; Aggarwal, Ajay K.
Titel	Cohorts Motivation and Learning Climate Trajectories in Higher Education: A Multi-Year Study
Quelle	In: International Journal of Learning and Change, 15 (2023) 2, S.149-169 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2023.129206
Schlagwörter	Higher Education; Socialization; Self Determination; Goal Orientation; Educational Environment; Comparative Analysis; Undergraduate Students; Metacognition; Cohort Analysis; Academic Achievement; Correlation; Student Motivation; Student Attitudes; Measures (Individuals); Factor Analysis; Scores; Student College Relationship + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Socialisation; Sozialisation; Selbstbestimmung; Zielorientierung; Zielvorstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kohortenanalyse; Schulleistung; Korrelation; Schulische Motivation; Schülerverhalten; Messdaten; Faktorenanalyse
Abstract	We examined the higher education (HE) socialisation process via the self-determination theory (SDT) perspective over a three-year period. Goal motives and learning climate (autonomy vs. control) were compared among freshmen, sophomore, junior, senior, and graduate cohorts for the study period. Multivariate analysis of variance (MANOVA) outcome on goal motives and the learning climate supports the natural socialisation process in the HE settings. Graduate and upper-division cohorts exhibit high-quality motives (high self-regulation) and experience higher autonomy support than the lower-division cohorts. Regression analysis revealed that goal motives and college satisfaction mediate the effect of learning climate on academic performance. While the socialisation processes and satisfaction are important determinants of academic success, different motivational systems are necessary for the successful progression of students to degree completion in HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01