Winn, Sandra (2002) Student motivation: a socio-economic perspective Studies in Higher Education, 27 (4). pp. 444-457. ISSN 1470-174XFull text not available from this repository.
Studies of student motivation, drawing on psychological theory, have identified learning, teaching and assessment strategies which are likely to enhance motivation. However, little attention has been paid to the impact on student motivation of recent changes in the social and economic context of higher education. This article uses qualitative data from interviews with students to provide a broader perspective on motivation. It was found that some students with demanding family or employment commitments were able to integrate the demands of the course into their lives, while others had little time available for academic work. There was also a group of students who had few commitments other than the course, but spent little time studying. It is suggested that the use of motivation-enhancing approaches to teaching will be limited unless there is also change at the level of government, to address the needs of those students whose childcare responsibilities impede their capacity to study.
|Item Type:||Journal article|
|Subjects:||X000 Education > X300 Education Studies > X340 Academic studies in Tertiary Education|
|DOI (a stable link to the resource):||10.1080/0307507022000011552|
|Faculties:||Faculty of Health and Social Sciences > School of Applied Social Science > Health and Social Policy Research Centre|
|Depositing User:||editor sass|
|Date Deposited:||28 Jan 2009|
|Last Modified:||06 Feb 2014 16:38|
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