While there often seems to be a general decline in adaptive motivation over the college years, some students display growth trajectories that, in fact, counter this negative trend. The current research provides an in-depth examination of personal and contextual factors that may generate positive motivational development for individual students. The participants were 22 Norwegian business administration students who had previously participated in longitudinal cluster-analytic research, indicating that these students had either maintained or developed high levels of adaptive academic motivation (in terms of personal interest, mastery goals, task value, and self-efficacy) over a period of two academic years. In this study, we followed-up on the longitudinal cluster-analytic research by using interviewing methodology to have the participants themselves describe and explain their motivational development during the same period of time. The findings indicated that these students had clear overall goals for their education, combining a wish to learn with ambitions to receive good grades and be able to compete for the best jobs. Moreover, these students reportedly regulated not only their academic motivation, but also their cognition, behaviour, and study context, with this being in line with several recent theoretical accounts of self-regulated learning. This effort to understand personal and contextual factors that generate positive motivational growth trajectories for individuals may have important implications for instructional design, helping us create motivationally optimal learning environments for more students in postsecondary education.

Understanding personal and contextual factors generating adaptive academic motivation in college: An interview study

                                                      Bodil Stokke Olaussen

                                            Institute of Educational Research, University of Oslo, Norway   

 Aims

 While there seems to be a general decline in adaptive motivation throughout college, some students display growth trajectories that, in fact, counteract this negative trend. The current research provides an in-depth examination of interactions between personal and contextual factors that may generate positive motivational development for the individual students. The literature asks for research of interactions between personal and contextual factors that promote motivational development (Pintrich, 2003). This study is based on Pintrich’s (2004)  theoretical framework of  motivation and self-regulated learning.

Methodology

The participants comprised of 22 Norwegian business administration students who had previously participated in a longitudinal cluster-analytic research, indicating that these students had either maintained or developed high levels of academic motivation (in terms of personal interest, mastery goals, task value and self-efficacy) over a period of two academic years (Bråten & Olaussen, 2005; Olaussen & Bråten, 2004). In this study, we followed up on the longitudinal cluster-analytic research by using interviewing methodology whereby the participants described and explained their motivational development during the same period of time.  The interviews were analyzed by apriori defined categories based on Pintrich’s (2004) framework of motivation and self-regulated learning.   

Results

The findings indicated that the students who maintained a high level of motivation over three measurements (1st to 3rd years) had clear overall goals for their education from the outset, combined with a desire to learn, the determination to receive good grades and be able to compete for the top jobs. To reach this overall goal, these students acted strategically in their search for a collaborative group, with the same ambitions and willingness to work hard. Effort is seen as the key to success. In the beginning, the students tried to be recognised by other students by being active in the lectures. Moreover, these students reportedly regulated not only their academic motivation, but also their cognition, behaviour, and study context, with this being in line with several recent theoretical accounts of self-regulated learning.

The other group, developing from a low to high level of motivation, differed by not having a clear overall goal from the outset. Many of the students in this group were uncertain of their choice of education, unsure how they would manage, they were not active in presenting themselves to be part of an ambitious peer group, and someone even reacted negatively to other students’ strategic work in finding a suitable collaborating group. After working hard and being rewarded with good grades, motivation increased, and the students developed an overall goal based on their experiences at college. There is, however, a difference between the two groups in level of goal, what good grades are, and what it means to work hard.

One last question focused on other factors of importance for motivation in the students’ opinion, both groups mentioned supportive families, parents with an interest in their work, giving a basic security. The importance of the families seemed equal for both groups.

Theoretical and educational contribution

Understanding the interaction between personal and contextual factors that generate positive motivational growth trajectories for individuals may have important implications for instructional design, helping us create motivationally optimal learning environments for more students in post-secondary education. The awareness of an overall goal seems important from the outset, and students who are unsure of their choice need to be made aware of the potential consequences. This study is also a contribution to theory building in a deeper understanding of interactions between personal and contextual factors that counteract motivational decline, important factors that surveys cannot show (Pintrich, 2003). In this way it is a confirmation of recent models of self-regulated learning.

References

Bråten, I., & Olaussen, B.S. (2005). Profiling individual differences in student motivation: A    longitudinal cluster-analytic study in different academic contexts. Contemporary               Educational Psychology, 30,  359-396.

Olaussen, B. S., & Bråten, I. (2004). Development and change in motivational beliefs among  Norwegian business administration students: A two-year longitudinal investigation of            student motivational profiles. In: H. W. Marsh (Ed.), Self concept, motivation, and            identity. Western Sydney: SELF- Research Centre.

Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in   learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.

Pintrich, P.R. (2004). A conceptual framework for assessing motivational and self-regulated   learning in college students. Educational Psychology Review, 16, 385- 407.