Locus of control and motivation in a neoliberal educational climate: a longitudinal study of a group of foundation year students over the course of an academic year
This thesis explores the experiences of a group of non-traditional students (n=14) undertaking a foundation year in the School of Education at a post-92 university. The study is located within the widening participation agenda, with foundation years becoming an increasingly popular way to access undergraduate courses. However, data at both national level and at the site of this research show that continuation rates onto undergraduate study are low. This research is situated in the context of the neoliberal economic and social policies that have been dominant in the UK since 1979. This study explores the acceptance, or not, of a neoliberal discourse by the participants. The psychological concept of locus of control is used as a theoretical framework through which to explore individual acceptance of neoliberalism, and the effects of the extent of this acceptance on student motivation. A longitudinal study was conducted over one academic year. Data was gathered from four focus groups, at the beginning and end of each of the two semesters that made up the year. Data was collected using a metaplanning technique, a semi-structured focus group framework, followed by more open discussion. Using Richards’ (2015) model, data was analysed thematically in relation to current literature and the research questions. Although, ideally, neoliberalism appeals to a sense of individual freedom, in this study ‘psychological reactance’ (Brehm, 1966) was more commonly found as the reason for the acceptance of the current neoliberal education climate. This was demonstrated in the finding that whereas participants perceived external constraints on their progress, they expressed the conviction that individual action was needed to overcome these barriers and to succeed in their studies. Having an internal locus of control was also linked to feeling motivated, and specifically to intrinsic motivation. Recommendations include both supporting individual students in developing a more internal locus of control, and also creating an environment that supports all students, whether they feel an internal or external locus. Specific strategies include developing an understanding of locus of control in students and of its influence on achievement, providing opportunities for a greater sense of affiliation between students, and also between students and their lecturers, and using strategies to offer support for students to work independently, including the use of a flipped approach.
foundation year, neoliberal, focus of control, motivation, metaplanning, focus group, case study, widening participation
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