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Title
Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes
Authors
SourceKyndt, Eva [Hrsg.]; Donche, Vincent [Hrsg.]; Trigwell, Keith [Hrsg.]; Lindblom-Ylänne, Sari [Hrsg.]: Higher Education Transitions: Theory an Research. London : Routledge 2016. - (New Perspectives on Learning and Instruction)
Document  (607 KB) (formally revised edition)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (from a serial)
ISBN9781138670884; 9781138670884
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Transitions processes in higher education are characterized by new learning situations which pose challenges to most students. This chapter explores the heterogeneity of reactions to these challenges from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst students at university by using mixed distribution models. Six subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative, anxious and insecure learning motivation. Findings about these patterns can be used to design didactic measures that will support students’ learning processes.
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Date of publication21.07.2016
CitationMartens, Thomas; Metzger, Christiane: Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes - In: Kyndt, Eva [Hrsg.]; Donche, Vincent [Hrsg.]; Trigwell, Keith [Hrsg.]; Lindblom-Ylänne, Sari [Hrsg.]: Higher Education Transitions: Theory an Research. London : Routledge 2016. - (New Perspectives on Learning and Instruction) - URN: urn:nbn:de:0111-pedocs-122960 - DOI: 10.25656/01:12296
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