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.

Motivasi Belajar Santri Kalong pada Pelajaran Bahasa Arab di Madrasah Tsanawiyah Daarul Ulum Muhammadiyah Galur

“…23 Motivasi belajar merujuk pada dorongan internal yakni motivasi belajar dapat muncul dari dalam diri individu sebagai hasil dari keinginan untuk tumbuh, berprestasi, dan memenuhi kebutuhan pribadi. 24 Dorongan ini dapat berasal dari keinginan intrinsik, seperti rasa ingin tahu, kepuasan pribadi, pencapaian, dan minat terhadap suatu subjek atau topik. 25 Selain itu motivasi belajar muncul dari faktor eksternal, yakni yang mempengaruhi perilaku seseorang dalam memulai, mempertahankan, dan mengarahkan upaya belajar, contohnya eksternal termasuk pujian, penghargaan, pengakuan, harapan orang tua atau guru, dan faktor-faktor lingkungan yang mendorong individu untuk belajar dan mencapai tujuan akademik.…”

Expression of Concern: Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self-determination theory

“…After publication of this article [ 1 ], concerns were raised about the article’s authorship, including the corresponding author designation. At this time, the PLOS ONE Editors have been unable to verify the information provided by the authors and consider these concerns unresolved.…”

“…

The PLOS ONE EditorsAfter publication of this article [1], concerns were raised about the article's authorship, including the corresponding author designation. At this time, the PLOS ONE Editors have been unable to verify the information provided by the authors and consider these concerns unresolved.During post-publication editorial review of this article, additional concerns were raised about the ethics approvals reported in the study.

…”

“…Specifically, the Participants subsection of the Method section states that study participants were recruited from Shenzhen, China, and Addis Ababa, Ethiopia, and that ethical approval was obtained from the Ethics Committee of Shenzhen University. The article [1] does not mention whether ethical approval was obtained from any Ethiopian institutes. During editorial follow-up, the last author confirmed that no ethics approval was obtained from Ethiopia.In light of the unresolved concerns raised regarding authorship and ethics approval, the PLOS ONE Editors issue this Expression of Concern.…”