Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes

Transitions processes in higher education are characterized by new learning situations which pose challenges to most students. This chapter explores the heterogeneity of reactions to these challenges from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst students at university by using mixed distribution models. Six subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative, anxious and insecure learning motivation. Findings about these patterns can be used to design didactic measures that will support students’ learning processes.

Images of Africa and the resilience of ignorance

Images about Africa in the northern hemisphere are generally negative and pessimistic. In spite of instant global communication, why have these images persisted till date? This contribution shall revisit these perceptions and the images embodying them to unearth the motivations and rationale. The central argument, based on some narratives and experiences, is that ignorance feeds these images and stereotypes. Furthermore, positionality of non-African experts and some groups of African scholars and activists contribute to this culture of ignorance and paternalism. The contribution shall end with an ethical evaluation of the persistence of the images and the extent of moral responsibility of the authors and carriers of the racist stereotypes embedded in the images. (DIPF/Orig.)