Understanding motivation for study: Human capital or human capability?

Fredman, Nick

doi:10.1080/14480220.2014.11082033

Cited by 12 publications

(10 citation statements)

References 16 publications

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“…Motivation in learning is one of the key successes for student learning today. However, Fredman (2014) and Lau and Ng (2015) indicated that students attribute changes in their actual motivation for learning remain under-researched. Motivation can affect students' perception, attitude, and determination of their learning success ( Lee & Pang, 2014 ).…”

Section: Theoretical Developmentmentioning

confidence: 99%

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Tang

Chen

Law

et al. 2021

Computers & Education

395

199

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Amid the coronavirus outbreak, many countries are facing a dramatic situation in terms of the global economy and human social activities, including education. The shutdown of schools is affecting many students around the world, with face-to-face classes suspended. Many countries facing the disastrous situation imposed class suspension at an early stage of the coronavirus outbreak, and Asia was one of the earliest regions to implement live online learning. Despite previous research on online teaching and learning, students' readiness to participate in the real-time online learning implemented during the coronavirus outbreak is not yet well understood. This study explored several key factors in the research framework related to learning motivation, learning readiness and student's self-efficacy in participating in live online learning during the coronavirus outbreak, taking into account gender differences and differences among sub-degree (SD), undergraduate (UG) and postgraduate (PG) students. Technology readiness was used instead of conventional online/internet self-efficacy to determine students' live online learning readiness. The hypothetical model was validated using confirmatory factor analysis (CFA). The results revealed no statistically significant differences between males and females. On the other hand, the mean scores for PG students were higher than for UG and SD students based on the post hoc test. We argue that during the coronavirus outbreak, gender differences were reduced because students are forced to learn more initiatively. We also suggest that students studying at a higher education degree level may have higher expectations of their academic achievement and were significantly different in their online learning readiness. This study has important implications for educators in implementing live online learning, particularly for the design of teaching contexts for students from different educational levels. More virtual activities should be considered to enhance the motivation for students undertaking lower-level degrees, and encouragement of student-to-student interactions can be considered.

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Section: Theoretical Developmentmentioning

confidence: 99%

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Tang

Chen

Law

et al. 2021

Computers & Education

395

199

View full text Add to dashboard Cite

show abstract

“…From a rational choice perspective, students are seen as rational consumers who make decisions based on the principle of utility maximizing. However, this approach has received many critics and the central argument here is that whether the students' choices of higher education are only made on the basis of the rational calculation of costs and benefits (Obermeit 2012;Fredman 2015). The social reproduction approach, in contrast, focuses on different economic, cultural and social capital possessed by different social classes that influence students' dispositions to learning and further to their educational choices (Bourdieu 1977).…”

Section: Literature Review Student Choice Of Higher Educationmentioning

confidence: 99%

Students’ Decision-Making About Postgraduate Education at G University in China: The Main Factors and the Role of Family and of Teachers

Liu

Morgan

2015

Asia-Pacific Edu Res

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The paper draws on findings from a case study which explored factors influencing students' decisionmaking of postgraduate (PG) education at G University in China. Both questionnaires and follow-up interviews were used for data collection. This paper reports the main reasons for students' choices of subject and institution for PG education, and the influences of families and teachers, and of guanxi in their decision-making. The findings show that both families and teachers play important roles in shaping students' decision-making about PG education. It provides insights into students' decision-making about higher education embedded in the Chinese culture of Confucianism.

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“…Human capital theory assumes that investing in education and training delivers high personal returns over and above the costs of investment because it improves an individual's productivity in the labour market (Becker, 1964;Schultz, 1961). However, as Fredman (2014) notes, the assumption that increased investment in education and training somehow guarantees a pathway out of unemployment or into more desirable employment fails to factor in the interplay between the structure of the labour market and the labour force.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Pathways through secondary school in a comprehensive system: does parental education and school attended affect students’ choice?

Chesters

2015

International Journal of Training Research

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As the Australian labour market restructured during the 1980s and 1990s, Year 12 retention rates more than doubled between 1983 and 1993 secondary schools diversified to include vocational education and training programs as alternative pathways through school. From a human capital perspective, the completion of vocational qualifications in school may represent strategic investments that enhance labour market outcomes. Using data provided by the Education and Training Directorate of the Australian Capital Territory, this paper examines the links between parents' education and pathway through school. The results indicate that stratification within the comprehensive school system sorts students into different pathways according to parental education. After controlling for academic achievement in Year 9, students with lower-educated parents were more likely than those with university-educated parents to undertake a vocational education pathway. Furthermore, level of disadvantage of the school attended in Year 9 exacerbated rather than alleviated the effect of parental education.

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Understanding motivation for study: Human capital or human capability?

Cited by 12 publications

References 16 publications

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Students’ Decision-Making About Postgraduate Education at G University in China: The Main Factors and the Role of Family and of Teachers

Pathways through secondary school in a comprehensive system: does parental education and school attended affect students’ choice?

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