Author: Sharon D. Smith
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 231
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 568
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Book Description
Author: Kristine Annette Pannell
Publisher:
ISBN:
Category :
Languages : en
Pages : 174
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Book Description
The purpose of this study is to evaluate differences between first-generation and non-first-generation college students in the areas of academic achievement, motivation, and perceived social support. Eighty-four individuals were used from a sample of graduate and undergraduate students randomly selected from the California State University, Sacramento student email system SacLink. The sample consisted of Females (64), Males (19), and Other (1). Each participant, solicited through email, completed a consent form, demographic form, and four surveys. Questions consisted of inquiries about student's college generation status (first or non-first), as well as attitudes, thoughts and feelings towards motivation, academic achievement, and perceived social support. Results suggest there is a statistically significant difference between first and non-first-generation college students in perceived social support FSSQ t(82) = -14.80, p = .00, MSPSS t(82) = -7.12, p = .00, motivation AMS-C t(82) = -14.80, p = .00, AMQ t(82) = -7.12, p = .00, and academic achievement t(82) = -14.80, p = .00.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Andrew Holmes Perry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 52
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Book Description
"Recent research has established that first-generation college students, or those students without a parent with a four-year college degree, tend to underperform academically compared to continuing-generation college students, or those with at least one parent with a four-year college degree. The current study was undertaken to attempt to explain this discrepancy, known as the social class achievement gap, through the use of achievement goal theory. A survey of 351 undergraduates was conducted with students reporting their generational status and their adoption of three achievement goals. Their first-semester GPA was later acquired. It was expected that generational status would predict achievement goal adoption, that achievement goal adoption would predict academic performance, and that goal adoption would mediate the relationship between generational status and academic performance. Results did not support these hypotheses. Potential explanations for the null effects and implications of these findings for the social class achievement gap literature are discussed." -- Page 5
Author: Patricia C. Gandara
Publisher:
ISBN: 0674047052
Category : Education
Languages : en
Pages : 428
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Book Description
Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 244
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Book Description
EBONY is the flagship magazine of Johnson Publishing. Founded in 1945 by John H. Johnson, it still maintains the highest global circulation of any African American-focused magazine.
Author: Roneferiti MaIshia Fowler
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The impact of first-generation status and family cohesion on the career thoughts of college students was investigated. While prior research had examined the differences between first-generation and non-first-generation college students, few studies have focused on the career-decision making of first-generation college students. No research to date had specifically explored the relationship between first-generation status, family cohesion, and negative career thoughts of college students. While making a career decision is often a difficult task, it was expected that given their parents' lack of experience with college, first-generation college students would likely experience more barriers in career thinking than other students. In addition, the role of family cohesion was examined. Participants from the study consisted of 105 undergraduate students attending a large public university in the southeast region of the United States. Hierarchical multiple regression analysis was utilized to analyze the data. The hypothesis that first-generation students would account for a significant amount of variance in career thoughts was strongly supported. First-generation status accounted for 60% (59.7%) of variance related to negative career thoughts, which was measured by the Career Thoughts Inventory (CTI). The hypothesis that after accounting for variance related to first-generation status, significant additional variance would be accounted for by family cohesion was also supported. Family cohesion accounted for an additional (1.6%) of variance, which was measured by the Family Adaptability and Cohesion Evaluation scale. Limitations, clinical implications and directions for future research are discussed.
