Learning Motivation in the Transitional System – Development and Explanation Approaches using the Example of Vocational Instruction

Abstract

The following article concentrates both on how learning motivation develops in different types of school settings within the transitional system and which influence factors become relevant for the development of learning motivation. The analyses are based on a longitudinal study. The sample consists of approximately 1000 students. While a stable development of learning motivation is documented for the subjects German and Mathematics, in the vocational field, however, despite a favourable motivation at the beginning of vocational education (entry motivation), a considerable decrease can be documented. Moreover, we identified a series of educational features that have an influence on learning motivation; these could be good starting points for stimulating motivation. Further explanatory factors for learning motivation are: the self-concepts, the entry motivation and, partially, the fit between the subject area and the young people’s interests.