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Characterising the motivational orientation of students in higher education: A naturalistic study in three Hong Kong universities

Citation

Kember, DR and Hong, C and Ho, A, Characterising the motivational orientation of students in higher education: A naturalistic study in three Hong Kong universities, British Journal of Educational Psychology, 78 pp. 313-329. ISSN 0007-0998 (2008) [Refereed Article]

Copyright Statement

Copyright 2008 The British Psychological Society

DOI: doi:10.1348/000709907X220581

Abstract

Background. Consideration of motivation in higher education has often been drawn upon theories and research that were based upon school or workplace studies. Aims. This paper reports an open naturalistic study to better characterize the motivational orientation of students in higher education. Method. Open semi-structured individual interviews were conducted with 36 students from three universities in Hong Kong. The analysis used an exploratory grounded theory approach. Results. Motivation was characterized as a framework with six continua with positive and negative poles. On enrolment, students had positions on the six facets of motivation, which shifted as they progressed through their degree, according to perceptions of their teaching and learning environment. The positive poles of the six continua were given labels: compliance, individual goal setting, interest, career, sense of belonging and university lifestyle. Conclusion. The formulation of motivational orientation is consistent with contemporary social cognitive theories of motivation in that it has been characterized as a multifaceted phenomenon, with students expressing context-dependent multiple motives. © 2008 The British Psychological Society.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Kember, DR (Professor David Kember)
ID Code:84505
Year Published:2008
Web of Science® Times Cited:18
Deposited By:Education
Deposited On:2013-05-15
Last Modified:2015-03-16
Downloads:0

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