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Article: More can mean less motivation: Applying a motivational orientation framework to the expanded entry into higher education in Hong Kong

TitleMore can mean less motivation: Applying a motivational orientation framework to the expanded entry into higher education in Hong Kong
Authors
KeywordsCommunity colleges
Goals
Higher education
Motivation
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies In Higher Education, 2011, v. 36 n. 2, p. 209-225 How to Cite?
AbstractA motivational orientation framework for higher education has previously been derived from interviews with 36 undergraduate students in an elite university system. The framework consists of six interacting facets of motivation represented by continua labelled: compliance, individual goal setting, sense of belonging, interest, career and university lifestyle. The aim of this study was to see whether the framework also applied to entrants to a community and vocational college sector, the emergence of which has boosted participation to mass higher education status. Individual interviews were conducted with 25 students in five colleges in Hong Kong. Analysis identified main themes and referenced these against those of the previous study. The data were consistent with the facets of the original framework. A fuller understanding was reached of the less motivated ends of the continua, as these were more commonly displayed than by the undergraduate sample in the previous study. There was evidence of avoidance goals, in the form of fear of failure. Sense of belonging was, in some cases, manifest in a form in which students socialised at the expense of academic work. There was evidence of interest being stifled because of curriculum design problems, as the awards were often not suited as terminal vocational awards, nor led to places in undergraduate degrees. The conclusion was that the motivational orientation framework also applies to the type of students entering mass higher education systems. © 2011 Society for Research into Higher Education.
Persistent Identifierhttp://hdl.handle.net/10722/141095
ISSN
2015 Impact Factor: 1.222
2015 SCImago Journal Rankings: 1.160
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKember, Den_HK
dc.contributor.authorHong, Cen_HK
dc.contributor.authorHo, Aen_HK
dc.contributor.authorHo, Aen_HK
dc.date.accessioned2011-09-23T06:25:52Z-
dc.date.available2011-09-23T06:25:52Z-
dc.date.issued2011en_HK
dc.identifier.citationStudies In Higher Education, 2011, v. 36 n. 2, p. 209-225en_HK
dc.identifier.issn0307-5079en_HK
dc.identifier.urihttp://hdl.handle.net/10722/141095-
dc.description.abstractA motivational orientation framework for higher education has previously been derived from interviews with 36 undergraduate students in an elite university system. The framework consists of six interacting facets of motivation represented by continua labelled: compliance, individual goal setting, sense of belonging, interest, career and university lifestyle. The aim of this study was to see whether the framework also applied to entrants to a community and vocational college sector, the emergence of which has boosted participation to mass higher education status. Individual interviews were conducted with 25 students in five colleges in Hong Kong. Analysis identified main themes and referenced these against those of the previous study. The data were consistent with the facets of the original framework. A fuller understanding was reached of the less motivated ends of the continua, as these were more commonly displayed than by the undergraduate sample in the previous study. There was evidence of avoidance goals, in the form of fear of failure. Sense of belonging was, in some cases, manifest in a form in which students socialised at the expense of academic work. There was evidence of interest being stifled because of curriculum design problems, as the awards were often not suited as terminal vocational awards, nor led to places in undergraduate degrees. The conclusion was that the motivational orientation framework also applies to the type of students entering mass higher education systems. © 2011 Society for Research into Higher Education.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.aspen_HK
dc.relation.ispartofStudies in Higher Educationen_HK
dc.subjectCommunity collegesen_HK
dc.subjectGoalsen_HK
dc.subjectHigher educationen_HK
dc.subjectMotivationen_HK
dc.titleMore can mean less motivation: Applying a motivational orientation framework to the expanded entry into higher education in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.emailKember, D: dkember@hkucc.hku.hken_HK
dc.identifier.authorityKember, D=rp00911en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03075070903514062en_HK
dc.identifier.scopuseid_2-s2.0-79952513475en_HK
dc.identifier.hkuros195749en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79952513475&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume36en_HK
dc.identifier.issue2en_HK
dc.identifier.spage209en_HK
dc.identifier.epage225en_HK
dc.identifier.isiWOS:000288004400005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKember, D=7004176224en_HK
dc.identifier.scopusauthoridHong, C=35186165000en_HK
dc.identifier.scopusauthoridHo, A=35186242800en_HK
dc.identifier.scopusauthoridHo, A=37017119900en_HK
dc.identifier.citeulike9019233-

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