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Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory.

ABSTRACT: Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study's main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the participants' feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability.

SUBMITTER: Khalid S

PROVIDER: S-EPMC10228785 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory.

Khalid Sabika S Gao Chunhai C Lianyu Cai C Lu Jiang J Xiuyu Lu L Tadesse Endale E

PloS one 20230530 5

Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to un ...[more]

PMID: 37253030

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Project description:BackgroundUnderstanding children's physical activity motivation, its antecedents and associations with behavior is important and can be advanced by using self-determination theory. However, research among youth is largely restricted to adolescents and studies of motivation within certain contexts (e.g., physical education). There are no measures of self-determination theory constructs (physical activity motivation or psychological need satisfaction) for use among children and no previous studies have tested a self-determination theory-based model of children's physical activity motivation. The purpose of this study was to test the reliability and validity of scores derived from scales adapted to measure self-determination theory constructs among children and test a motivational model predicting accelerometer-derived physical activity.MethodsCross-sectional data from 462 children aged 7 to 11 years from 20 primary schools in Bristol, UK were analysed. Confirmatory factor analysis was used to examine the construct validity of adapted behavioral regulation and psychological need satisfaction scales. Structural equation modelling was used to test cross-sectional associations between psychological need satisfaction, motivation types and physical activity assessed by accelerometer.ResultsThe construct validity and reliability of the motivation and psychological need satisfaction measures were supported. Structural equation modelling provided evidence for a motivational model in which psychological need satisfaction was positively associated with intrinsic and identified motivation types and intrinsic motivation was positively associated with children's minutes in moderate-to-vigorous physical activity.ConclusionsThe study provides evidence for the psychometric properties of measures of motivation aligned with self-determination theory among children. Children's motivation that is based on enjoyment and inherent satisfaction of physical activity is associated with their objectively-assessed physical activity and such motivation is positively associated with perceptions of psychological need satisfaction. These psychological factors represent potential malleable targets for interventions to increase children's physical activity.

Project description:BackgroundIn recent years, point-of-care ultrasound (POCUS) has become an essential field of medical education. Bedside ultrasound has become a necessary skill for clinical physicians. Previous studies have already discussed the importance of advancements in ultrasound education. However, learning motivations for ultrasound education have seldom been analyzed in the literature. For medical students, learning ultrasound could have a relevance for their future career. The Existence, Relatedness and Growth (ERG) theory extended Maslow's hierarchy of needs through these three concepts. This theory has been widely used in the workplace to analyze employee job performance but has not yet been applied in medical education. In this study ERG theory was applied to analyze pre-clinical medical students' learning motivation toward ultrasound education.MethodThis mixed method study used online questionnaires consisting of open-ended questions as a data collection tool, and based on these results, both qualitative and quantitative analysis were conducted. Participants answered a series of neutral and open-ended questions regarding their motivations to learn ultrasonography. After data collection, a three-step analysis was conducted based on the grounded theory approach. Finally, the results of the thematic coding were used to complete additional quantitative analysis.ResultsThe study involved 140 pre-clinical medical students, and their responses fell into 13 specific categories. The analysis demonstrated that students' motivations toward ultrasound education were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more frequently than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = - 1.4%; p = .830).ConclusionThe results revealed that students placed a high value on existence and growth needs rather than relatedness based on the survey. In addition, the findings suggest that ERG theory can be a useful tool to conduct medical education motivation analysis.

Project description:The twofold aim of this study was to substantiate the validity of the Self-Regulation Questionnaire-Reading Motivation and Self-Regulation Questionnaire-Writing Motivation for third to eight graders and to map motivational trends in elementary and secondary education students' academic and recreational reading and writing. More specifically, we adopted the innovative and coherent theoretical framework of the Self-Determination Theory to study qualitatively different motives for reading and writing and to examine the relationships between them. In total, 2,343 students from third to eighth grade were involved. Based on confirmatory factor analyses, a two-factor model, distinguishing between autonomous and controlled motivation, for academic and recreational reading and writing was confirmed in all grades. Furthermore, the scales were reliable, and the measurement models were invariant across students' gender and their general achievement level. Despite the absence of strong invariance for the measurement models across each of the different grades, we found evidence that students within the same grade level (i.e., middle elementary, upper elementary, and lower secondary grade) interpreted the SRQ-Reading and Writing scale items in a conceptually similar way. Factor correlations confirmed the interrelatedness of reading and writing motives, as well as strong associations between students' motivation to read and write in either academic and recreational contexts. Finally, concerning the motivational trends, the present results advert to a significant decline of students' autonomous motivation to read and write, both in and outside school. Accordingly, we point out that the late elementary and the lower secondary grades are crucial phases to engage students in motivating literacy activities. In light of these alarming results, we recommend future experimental research studies to focus on evaluating the effectiveness of instructional reading and writing activities that foster students' innate need for autonomy, competence, and relatedness.

Dataset Information

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory.

Publications

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory.

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