ABSTRACT The aim of this study was to examine the impact of an educational innovation, here Personal Development Planning (PDP), on student attitudes to learning when located within tutorial processes across a range of departmental and institutional settings at a single UK university. Departments were purposively chosen in accordance with previously defined conceptualizations of PDP as relating to the type of development being sought from their students, here framed as employment, academic or professional. Drawing on a Sartrean Existential ontology and Self-Determination Theory, interviews with staff and students were analysed using existential phenomenological methods in order to explore the relationship between PDP, the tutor process and their impact on the intrinsic motivation of students. The study found that the presence of PDP within the tutor systems explored commonly alienated students from the tutor/tutee process. External or structural requirements too often replaced student need and with that, the relevance of the tutor process was diminished. The study also found that the projection of lecturer identities and expectations were reinforced through the introduction of PDP to tutor support systems, and that due to perceived incongruences between individual students and the characteristics held by those lecturers as academic and professional exemplars the perceived significance of tutoring was still further reduced. The conclusion was reached that the application of external outcomes to the tutor process reduced student autonomy, competence and relatedness and subsequently produced anxiety in many students through a perceived inability to act in accordance with those external demands.

中文翻译：

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迷失自我：辅导创新是大学生外在动机和幸福感不佳的潜在驱动因素

摘要 本研究的目的是检查教育创新，这里是个人发展规划 (PDP)，当位于英国一所大学的一系列部门和机构设置的辅导过程中时，对学生学习态度的影响。根据先前定义的 PDP 概念，有目的地选择部门，这些概念与寻求学生发展类型有关，这里被定义为就业、学术或专业。借鉴萨特存在本体论和自我决定理论，使用存在现象学方法分析对教职工和学生的访谈，以探讨 PDP、导师过程之间的关系及其对学生内在动机的影响。研究发现，导师系统中 PDP 的存在探索了与导师/学生过程中普遍疏远的学生。外部或结构性要求往往取代了学生的需求，因此，导师过程的相关性被削弱了。该研究还发现，通过将 PDP 引入导师支持系统，讲师身份和期望的投射得到了加强，并且由于个别学生之间的感知不一致以及这些讲师作为学术和专业典范所持有的特征，感知了辅导的重要性还在进一步减少。得出的结论是，将外部结果应用于导师过程会降低学生的自主性，