Exploring academic motivation between students at a two-year and a four-year institution in the southeastern region of the US by generational status : a sequential explanatory analysis

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Sharon D Smith (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: First generation students are a growing body in the overall student population enrolling in both public two-year higher education institutions and public four-year higher education institutions in the United States; yet , little research has been conducted to examine the initial motivational orientation of these students as they start their academic journey. Even less research explores motivational differences among both first generation students and non-first generation students enrolled in public two-year institutions in comparison to students enrolled in public four-year institutions. Self-determination theory is widely used in educational research to explore motivation among individuals and the factors that both enhance and decrease motivation in students. It is an effective theory in identifying a student's motivation towards education based on the three motivational orientations including intrinsic motivation , extrinsic motivation , and amotivation. Motivation is important as there is a positive correlation between higher level of self-determined motivation and higher level of academic achievement. The purpose of this sequential explanatory study was to explore academic motivation of first-time , first-year freshman at a four-year and a two-year higher education institution to provide an analysis of self-determined motivational orientations between self-identified first generation students and non-first generation students. There were a total of 385 students included in the quantitative phase of the study and 14 students in the qualitative phase. Quantitative data analysis indicated first-time , first-year students on average are more extrinsically motivated (M = 25.26 , SD = 3.47) with both student groups scoring higher averages in the extrinsic motivation - external regulation orientation (institutional type; M=25.26 , SD = 3.47 , generational status , M=25.25 , SD= 3.46) than either of the other six orientations identified. The qualitative phase revealed 12 motivational factors which included: (1) Parental/Family influences , (2) Internal ambition , (3) Career focus/aspiration , (4) Adjustment , (5) Finances , (6) Internal struggle , (7) Time management , (8) Meeting new people , (9) Freedom/Becoming own person , (10) Campus environment , (11) Sports/Athletics , and (12) Other influences. An understanding of the differences between the motivational orientations and the factors that influence that motivation could inform the development of specialized programs for students identified with lower levels of self-determined motivation , and potentially increase overall academic achievement.

Additional Information

Publication

Dissertation

Language: English

Date: 2017

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