Leaving late: Understanding the extent and predictors of college late departure

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…In addition, millennial students often feel that they are not provided with enough justifications for the learning activities that are expected of them (Brass et al, ; Manzi et al, ; Mabel and Britton, ), or sufficient explanations of how these activities align with the overall academic goals (Tai et al, ; Chen et al, ). This is in marked contrast to the mind‐set of educators from earlier generations who expect their students to unquestioningly follow instructions (Orsini et al, ; de Paiva et al, ).…”

“…Optimal mentorship has also been reported to provide students with altruistic guidance (Abeysekera and Dawson, ), clarity (Fernandes et al, ; Gibson, ), and moral and institutional support (Kirch and Ast, ; Walker et al, ) and aided in building resilience (Kong et al, ; Nuffer et al, ; Khalil et al, ). Students across all health care disciplines also report that productive mentorship empowered their decisions (Brumpton et al, ; Yan et al, ) and strategies (Lowe et al, ; de Paiva et al, ; Sadowski et al, ), and enabled them to identify goals (Brass et al, ; Mabel and Britton, ) and establish a sense of direction in both personal (Haque et al, ; Tackett et al, ) and academic issues (Miura et al, ; Mestdagh et al, ).…”

“…Complementary studies have corroborated that providing effective feedback enabled students to experience a greater sense of volitional (Joshi et al, ; Oommen et al, ; Mestdagh et al, ) and psychological freedom (Cubi‐Molla et al, ), an increased sense of fulfillment of personal effectiveness (Holaday et al, ; Mahoney et al, ) and improved social relatedness (Fond et al, ), and interpersonal relationships (Ottenberg et al, ; Hill et al, ). In addition, effective feedback has been reported to augment feelings of self‐perceived academic competency (Younan, ; Brass et al, ; Everson et al, ), enhance defensive coping styles (Bhagat et al, ; Jacobs et al, ; Cant and Cooper, ), and increase IM to attend and participate in class (Bradley et al, ; Mabel and Britton, ).…”

“…However, with the complex skills and competencies that are required in health care (Haro et al, ; Strombach et al, ), it can be detrimental at times to have a very rigid curriculum (Brown et al, ; de Bruin et al, ). Thus the curriculum design should reflect the teaching approach, and be guided by previous levels of knowledge and understanding of students (Bradley et al, ; Abeysekera and Dawson, ; Brass et al, ; Mabel and Britton, ).…”

“…Since most of the reported studies are usually from one or two similar institutions (Kong et al, ; Streilein et al, ), the opinions that have been espoused are at times based on the observations (Jacobs et al, ; Pape et al, ) and perceptions (Lopes et al, ; Rogers and Tutty, ; Mor et al, ) of researchers of isolated student populations. Thus, the published literature may not be accurately reflective of the extraordinary diversity of the present‐day student population (Bradley et al, ; Strombach et al, ; Brass et al, ; Mabel and Britton, ). In addition, the confounding effects of the timing of data collection during stressful versus non‐stressful periods in the educational curriculum (Bakon et al, ; Chen et al, ; Nuffer et al, ) have not been adequately addressed in most studies.…”