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Internship motivation : can the formulation of high quality internship learning goals improve intrinsic motivation?

Koehorst, M. (2016) Internship motivation : can the formulation of high quality internship learning goals improve intrinsic motivation?

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Abstract:College students on their 3rd year internship had to formulate internship learning goals. In a quasi-experimental post-test only study, students in the experimental condition used an online tool that connected the competencies described by their training to goal-formulation with the use of the SMART-method, by letting the students self-assess their skills with pictures. In study 1, all internship learning goals were graded (N = 69) and a comparison was made between the experimental- and the control condition. In study 2, the Internship Motivation Scale (IMS) was used to measure a student’s motivation to go on this internship (N = 84). In study 3, 7 students were interviewed on competencies, motivation, study organization and the formulation of internship learning goals. In study 4, the internship reflection reports were graded (N = 71). The results show no significant difference for the grades of the internship learning goals between the experimental and the control condition and no correlation between the grades of the internship learning goals, intrinsic- or extrinsic motivation and the grade for the internship reflection report. However, the interviews revealed that there is a lot to gain on the awareness of competence-development within students; since none of the students were familiar with the competencies they had to develop to graduate.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/69303
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