Motivational sources of practical nursing students at risk of dropping out from vocational education and training

Elisa Salmi; Tanja Vehkakoski; Kaisa Aunola; Sami Määttä; Leila Kairaluoma; Raija Pirttimaa

doi:10.3384/njvet.2242-458X.1992112

Authors

Elisa Salmi University of Jyväskylä
Tanja Vehkakoski University of Jyväskylä https://orcid.org/0000-0001-5143-2776
Kaisa Aunola University of Jyväskylä https://orcid.org/0000-0001-8866-6736
Sami Määttä https://orcid.org/0000-0002-2347-8395
Leila Kairaluoma
Raija Pirttimaa https://orcid.org/0000-0001-9427-9628

DOI:

https://doi.org/10.3384/njvet.2242-458X.1992112

Keywords:

Dropping out, qualitative content analysis, motivational sources, practical nursing student, vocational education and training

Abstract

The aim of this study was to contribute to the understanding of the reasons for low or high academic motivation among practical nursing students at risk of dropping out from vocational education and training. The research data consisted of semi-structured interviews with 14 Finnish students, which were analysed by qualitative content analysis. The analysis identified six motivational sources. Two of these sources – Responsible agency and Completing out of necessity – were related to engagement in studying, whereas two other sources – Exhaustion from learning challenges and Tight-roping between competing responsibilities – were related to disengagement from studying. Emotional drive and Social orientation were ambivalent motivation sources, partly pushing towards engagement as well as to disengagement, depending on the circumstances. Overall, the complicated reasons for low or high motivation were found to be heterogeneous and, consequently, the ways to support students may also vary.

Author Biographies

Tanja Vehkakoski, University of Jyväskylä

Department of Education, University of Jyväskylä, Dr of Education

Kaisa Aunola, University of Jyväskylä

Department of Psychology, University of Jyväskylä, Professor

Sami Määttä

Department of Psychology, University of Jyväskylä, Dr

Leila Kairaluoma

Department of Education, University of Oulu, Dr

Raija Pirttimaa

Department of Education, University of Jyväskylä, Dr

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