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motivation and perceived
success in workplace
learning
Anne Virtanen & Päivi Tynjälä,
University of Jyväskylä, Finland
ECER 2008 Göteborg, Sweden
Introduction 1/2
One of the biggest constraints on vocational
students’ learning is their lack of motivation
(e.g. Mulder et al., 2006).
Findings concerning the new workplace
system in Finland VET are encouraging:
vocational students are very motivated to learn
”real work” during their workplace learning
periods (e.g. Lasonen, 2001).
Therefore, in this study, we will examine in
more detail the factors on the background of
motivational aspects and students’ self
assessed success in their workplace learning.
Introduction 2/2
Recent studies on employees’ learning at work
have showed that learning through work
depends both on the individuals’ participation
and workplace affordances (Billett, 2004;
Collin, 2005).
Therefore, we are searching explanations for
students’ experiences of workplace learning
both from the social and individual elements of
workplace learning (these include students’
experiences of work communities and
guidance as well as their motivational
orientations).
Research questions
1) What kind of motivational orientations do
vocational students show in workplace
learning?
2) What kind of relationship there is between
students’ selfassessed success in school
based learning and workbased learning?
3) What factors do explain students’ self
assessed success in workplace learning?
Data and methods
Data was collected by Internet questionnaires
Vocational students (N = 3106) were finalyears
students from six vocational fields of Finnish
VET
In total, 1603 students (52 %) answered the
questionnaires
Data was analysed with quantitative methods
Measuring students’ motivational
orientations during their workplace
learning periods
Nine statements related to students’ motivational
orientation at work (e.g. It was important to me to
complete my tasks in a way that made my trainer fully
satisfied.)
a fourpoint scale (1 = strongly disagree, 2 = disagree, 3
= agree, 4 = strongly agree)
The following aggregate scales and single variables
were used in the analysis:
Achievement orientation (Cronbach’s alpha = .66)
Avoidance orientation (Cronbach’s alpha = .56)
Learning orientation (single variable)
Initiative orientation (single variable)
Invention orientation (single variable)
Students’ motivational orientations
during workplace learning periods
(min 1, max 4)
STUDENTS’ MOTIVATIONAL Mean SD
ORIENTATIONS value
Learning orientation 3.66 .58
RESULTS (min 1, max 5):
Students’ selfassessed success at school (n=1552):
mean value 3.63 (SD .81)
Students’ selfassessed success in workplace learning
(n=1545): mean value 4.05 (SD .75)
Cross tabulation of students’ self
assessed success at school and in
workplace learning (n = 1540)
STUDENTS’ SELFASSESSED
SUCCESS IN WORKPLACE LEARNING
Poor + Moderate Good + Total
satisfactory Excellent
Päivi Tynjälä
Finnish Institute for Educational Research
University of Jyväskylä, Finland
Email: paivi.tynjala@ktl.jyu.fi