Exploring perspectives for improving students’ motivation in pre-vocational secondary education

Abstract

Students’ motivation in

pre-vocational secondary education is lower and dropout rates are higher than

in other forms of secondary education. In this dissertation we studied the

learning environment and self-regulation of motivation as two feasible intervention points to enhance and increase the motivation of these students. Students in a student-centred learning environment reported more need-satisfaction and motivational engagement than students in a teacher-centred learning environment. Boys also showed less absenteeism. Our studies on self-regulation showed that most students prefer learning goals, social goals and well-being goals above goals on material gain, superiority and individuality. Few goals were related to motivational engagement. The use of motivational regulation strategies functions as a partial mediator between the value students attach to schoolwork and motivational engagement: more use of strategies leads to more pleasure and effort, and more value leads to more strategy use. In conclusion, schools can support students’ motivation by designing learning environments according to social constructivist principles, thereby feeding their basic psychological needs. Further research is necessary to link students’ goals to their motivational engagement. Furthermore, the training of motivational strategies and emphasizing the value of schoolwork may increase students’ use of motivational strategies and thereby their motivational engagement.