Fostering self-regulated motivation, engagement and student autonomy in an undergraduate natural sciences physiology programme
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Abstract
Background. Self-efficacy, a person’s belief in their ability to achieve, strongly influences students’ academic motivation, self-regulated learning strategies and academic success. This study explored student self-efficacy in the teaching and learning environment of an undergraduate natural sciences physiology programme at the University of the Free State.
Objective. To develop evidence-based guidelines to improve student self-efficacy.
Methods. In phase II of an explanatory mixed-methods research design, semi-structured interviews were conducted to collect qualitative data from undergraduate natural sciences physiology students and their lecturers, identified through purposive sampling. The qualitative data were analysed thematically.
Results. Three constructs emerged from the thematic analysis: attitudes and approaches, motivational dynamics and teaching practices. Within the construct motivational dynamics, the theme self-regulated motivation comprised the categories (i) motivation to study; (ii) future-orientedness and (iii) student engagement.
Conclusion. Based on the findings, a guideline to foster self-motivation, engagement and student autonomy in the teaching and learning environment was developed to enhance student self-efficacy. Future research could evaluate the effectiveness of the guideline following implementation.
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