Towards a better characterisation of the motive
component of approaches to learning

This paper reports initial insights from a project investigating the nature of the important construct of motivation. The motive component of approaches to learning has most commonly been described in terms of dichotomous intrinsic and extrinsic categories. This categorisation is problematic as nowadays just about all students expect their degree to result in a well-paid job. However, there is no evidence that this precludes their developing an interest in their discipline and establishing relevance to professional needs can be a motivational strategy.

Achievement motive is another commonly used descriptor which is also problematic as it is orthogonal to intrinsic and extrinsic motivation. It has traditionally been defined as an individual competitive drive, which is questionable in Western society, but even more so in Confucian-heritage contexts where motivation is traditionally derived from obligations to family and society.

This study aimed to better characterise motivation through semi-structured interviews with 36 undergraduate students from nine programmes representative of major disciplines and Hong Kong universities.

Initial findings indicate that motivation can be conceptualised as an orientation comprised of five motivational components. These are represented as a set of continua labeled interest, career/discipline interest, self-determination, social and university lifestyle. The interviewed students could be allocated to a position on each continuum at the start of their degree. As they progressed through their degree, their position on each continuum shifted in response to the teaching and learning environment. Analysis indicated that producing an environment conducive to motivating students requires attention to eight facets of teaching and learning.