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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Jorge Miranda-Ossandón
Universidad Católica de Temuco
Humanities Education Library & Information Science Social Sciences Other

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Enablers and barriers to the construction of motives for learning at the university: The student’s perspective Jorge Miranda-Ossandón; Andrea Precht; Constanza Lobos; Jorge Valenzuela; Carla Muñoz; Milenko Del Valle
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25254

Abstract

The massification of higher education and the migration to online formats imply changes that affect the ways that people learn and their motivation for learning. In this sense, the motivational orientation of the student can make a difference in learning. This article aims to describe the enablers and barriers to students’ motivation for learning from the perspective of Chilean University students in the areas of health and education. The study was conducted through virtual group interviews. The analysis was carried out on the participants’ accounts from a constructivist approach to grounded theory. The results showed a valuation of the practical and altruistic motives as a structuring motivational axis. In line with the self-determination theory, the existence of a protected space in the classroom appears as an essential motivational enabler of learning, and virtuality is a critical motivational barrier.
Effectiveness of vocational-to-bachelor continuation of studies: an inclusion mechanism for academic success in higher education Jorge Miranda-Ossandón; Carla Muñoz; Jorge Valenzuela
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22878

Abstract

In the context of promoting student inclusion in higher education, this study examines the effectiveness of transition programs from vocational to undergraduate education as access mechanisms that enable effective and successful inclusion. A cohort of 637 Chilean students from three academic disciplines, namely, agronomy, early childhood education, and physical education was analyzed, comparing academic performance, failure rates, and persistence between continuation program participants and students admitted through traditional or inclusive pathways. Statistical analyses, including persistence metrics and analysis of variance (ANOVA), indicate that students in the continuation program achieve equal or superior academic outcomes to their peers admitted through regular or other inclusionary pathways. These results provide evidence to support the relevance and feasibility of this type of higher education pathway access as an effective inclusive education strategy in terms of academic success and persistence. So, this paper contributes with specific evidence on the effectiveness of this inclusion mechanism, which could be relevant for designing efficient inclusion policy mechanisms. However, future studies that address career paths and professional development longitudinally must complement these initial results.
Co-Authors Andrea Precht Carla Muñoz Carla Muñoz Constanza Lobos Jorge Valenzuela Jorge Valenzuela Milenko Del Valle