The Influence of Social Support and Basic Psychological Needs Satisfaction on Student Academic Motivation at a Cameroonian University: Structural Equation Modeling

Autor/in	Adamou, Samuel
Titel	The Influence of Social Support and Basic Psychological Needs Satisfaction on Student Academic Motivation at a Cameroonian University: Structural Equation Modeling
Quelle	(2019), (220 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Andrews University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-8746-6
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Undergraduate Students; Social Support Groups; Psychological Needs; Student Motivation; Educational Change; Educational Attainment; Low Achievement; Cameroon + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Social support; Soziale Unterstützung; Schulische Motivation; Bildungsreform; Bildungsabschluss; Bildungsgut; Unterdurchschnittliche Leistung; Kamerun
Abstract	Problem. The growing number of students at the university level in Cameroon created maladaptive behaviors including lack of behavior adaptation, interests, respect, happiness, self-esteem, which led to strikes, vandalism, academic failure and resulting in school dropout (Nwaimah, 2008). The Cameroonian government proposed a number of reforms to solve these issues. One of the major proposed reforms consisted of implementing the Bologna Model in higher education through borrowing and transferring of policies, ideas, and practices from a European higher education area (Eta, 2015; Mngo, 2011). Yet despite the surface progress, the question of how to enhance student learning and improve instruction always remains unsolved. While enrollment numbers are increasing, gaps persist in degree attainment (Eta et al., 2017). This is evidence that the phenomenon of academic motivation is one of the main problems of student success, especially among college students who have negative feelings separation from their parents during college. As a result, these students experience low academic performance and achievement leading to school dropout. Kelly (1988) pointed out that even if best developmental and remedial instructions could improve the learning skills of an academically weak and unprepared student, they could not do so for unmotivated and unprepared students. Purpose. The purpose of this study was to investigate the influence of social support and basic psychological needs on student academic motivation of first-year, second-year, and third-year students in the Faculty of Arts, Letters, and Social Sciences (FALSS) at University of Ngaoundere in Cameroon. Research Design. The study utilized a quantitative, non-experimental, correlational, cross-sectional, survey design. Structural equation modeling was the statistical technique used to analyze the data. The sample included first- year, second-year, and third-year students from the Departments of History, Geography, and Sociology/Anthropology in the FALSS at University of Ngaoundere. There were 388 students who completed the questionnaire; however, five missing cases had to be deleted which resulted in 383 study participants. The data was analyzed using SPSS AMOS version 25 to estimate the parameters and to determine the fit of the structural model with the observed data. A statistical significance level of .05 was established for the study. Results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01