Motivaation, hyvinvoinnin ja yksilöllistymisen väliset yhteydet ammatillisessa koulutuksessa

Authors

• Minna Lännenmäki Espoon seudun koulutuskuntayhtymä Omnia
• Heta Tuominen Itä-Suomen yliopisto
• Petri Ihantola Jyväskylän yliopisto

DOI:

https://doi.org/10.54329/akakk.162873

Keywords:

motivation, achievement goal orientations, school engagement, school burnout, vocational education

Abstract

Vocational education suffers from high dropout rates. Motivation and well-being contribute to students’ dropout risk, yet they have been primarily studied at other educational levels. This study investigated what kinds of motivational groups (achievement goal orientation profiles) can be identified in vocational education (n = 782) and how differently motivated students differ regarding well-being and individualisation (emphasized in the vocational education reform). Latent profile analysis led to a typical four-class solution: mastery-oriented, success-oriented, indifferent, and avoidance-oriented students. Overall, vocational students showed rather high engagement and low burnout. Mastery- and success-oriented students were highly engaged in their studies, although the latter displayed some burnout symptoms. Avoidance-oriented students were the least engaged and experienced the highest levels of cynicism. Mastery- and success-oriented students were most interested in utilising individualised study paths. Thus, it would be essential to identify avoidant and disengaged students and to support also their motivation and well-being.