Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation

Kotera, Yasuhiro; Taylor, Elaina; Fido, Dean; Williams, Dan; Tsuda-McCaie, Freya

doi:10.1007/s12144-021-02301-6

Cited by 36 publications

(27 citation statements)

References 97 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Each finding is discussed in turn. While noting our small sample size and the gender imbalance, the findings from the study are particularly relevant in a time where we are seeing an increase in online teaching and learning not just in higher education but across all levels of study, due to the COVID-19 pandemic (Kotera et al, 2020(Kotera et al, , 2021.…”

Section: Discussionmentioning

confidence: 95%

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Kotera

Chircop

Hutchinson

et al. 2021

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

Online learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutions. Thematic analysis on semi-structured interviews attended by nine OSWD identified: ‘Self-paced study can reduce stigma but cause loneliness (Theme 1)’, ‘Loneliness and social difficulties relate to misunderstanding of disability (Theme 2)’, and ‘Activities, events and staff for informal socialisation are needed (Theme 3)’. As the demand for online learning is further expanded due to the current global pandemic, our findings will be helpful for online learning institutions worldwide to establish effective strategies to reduce loneliness in OSWD.

show abstract

Section: Discussionmentioning

confidence: 95%

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Kotera

Chircop

Hutchinson

et al. 2021

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…In line with the face-to-face research [ 39 ], academic motivation was different between these two groups in the online context: in the face-to-face setting, business students were more associated with extrinsic motivation, whereas healthcare students were more associated with intrinsic motivation as well. Moreover, this trend is present when these students have become professionals/employees [ 52 , 67 , 68 , 69 ]. These findings suggest that securing a prestigious and highly salaried position is the primary driver for choosing a business education programme [ 70 ], whereas healthcare students are more likely to study a healthcare subject out of personal interest or enjoyment [ 35 ], leading to improved learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Cognitive evaluation theory informs that incorporating engaging learning activities such as reading stimulating materials and self-awareness diaries helps students focus on their grades to their learning [ 73 ]. Moreover, enhancing self-compassion may be helpful too as self-compassion assists the extrinsic to intrinsic shift [ 52 , 73 ]. These are consistent with the significant inter-relations between intrinsic and extrinsic motivation.…”

Section: Discussionmentioning

confidence: 99%

“…These intrinsic drivers may become threatened when more external rewards are used [ 50 ]. External rewards such as money ‘crowd out’ intrinsic motivation, shifting the emphasis from engaging in a task for internal feelings of self-determination, to obtaining the reward itself [ 51 , 52 ]. Furthermore, while intrinsic motivation and extrinsic motivation are not dichotomous (i.e., one individual can have high levels of both intrinsic and extrinsic motivation), often a larger external reward could spoil intrinsic motivation, leaving extrinsic motivation as the dominant driver of behaviour [ 53 ].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study

et al. 2022

Self Cite

View full text Add to dashboard Cite

While the demand for online education and the diversity of online students have been increasing worldwide, how online students motivate themselves to continuously engage in learning remains to be appraised. Research in the face-to-face contexts reports that academic motivation is central to student success and wellbeing, and the type of motivation can differ by subject. In particular, the motivation of business students and healthcare students can differ considerably. This study aimed to understand the motivation of online students, and compare them between business and healthcare students using a concurrent nested mixed-method design with correlation and thematic analyses. A survey regarding motivation, learning enjoyment, and study willingness was responded to by 120 online students (61 business and 59 healthcare). Business students were associated with extrinsic motivation, whereas healthcare students were associated with intrinsic motivation. While students in both groups enjoyed the pursuit of knowledge, healthcare students valued the process and accomplishment, whereas business students regarded education as steppingstones in their careers. Findings can help educators develop effective motivational support for these student groups.

show abstract

“…The students nowadays need to feel ready to work when they finish their university education, especially for those who are requested in healthcare fields. This affects their willingness to learn and to be receptive to new methods [ 45 ].…”

Section: Discussionmentioning

confidence: 99%

An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study

Fenzi

Agea

Pethick³

et al. 2022

Nursing Reports

View full text Add to dashboard Cite

This article describes the impact that a Self-learning Methodology in Simulated Environments can have on Interprofessional Education within a Crisis Resource Management simulated scenario. We used a qualitative approach. It is divided into three phases: study and design, plan of action, and analysis and evaluation. During the first phase of the study, there emerged a poor use of Interprofessional Education in the nursing and medical degrees, and it became apparent that there was a need for an implementation. Due to the possibility for better training for both technical and non-technical skills within Crisis Resource Management, a simulation scenario within this setting has been established as a learning baseline objective. The technique used to develop the scenario in the second phase of the study was the Self-learning Methodology in Simulated Environments. Its structure, comprising six items, was previously demonstrated in the literature as appropriate for healthcare degree students. The main result of the third phase shows an overall acceptance of an Interprofessional Education within Self-learning Methodology in Simulated Environments during the practice of a Crisis Resource Management scenario. The integrated application of a Self-learning Methodology in Simulated Environments, Interprofessional Education, and Crisis Resource Management result in a synergistic combination that allows students to share knowledge, technical, and non-technical skills using an innovative learning method.

show abstract

Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation

Cited by 36 publications

References 97 publications

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study

An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study

Contact Info

Product

Resources

About