A Correlational Study on Student Retention: Student Identity, Intrinsic, Extrinsic, and Amotivation

Autor/in	Olguin, Javier E.
Titel	A Correlational Study on Student Retention: Student Identity, Intrinsic, Extrinsic, and Amotivation
Quelle	(2017), (128 Seiten) PDF als Volltext Verfügbarkeit PHD/HEA Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-1787-5
Schlagwörter	Hochschulschrift; Dissertation; Statistical Analysis; Correlation; Student Motivation; College Bound Students; Self Determination; Student Characteristics; Nontraditional Students; College Freshmen; First Year Seminars; Student Surveys; Student Behavior; Academic Persistence; Success; Age Differences; Gender Differences; Grade Point Average; Two Year College Students; Community Colleges; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Statistische Analyse; Korrelation; Schulische Motivation; Selbstbestimmung; Studienanfänger; Schülerbefragung; Student behaviour; Schülerverhalten; Erfolg; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Community college; Community College
Abstract	This study was a quantitative point-biserial correlation analysis on students' motivation to go to college using the AMS-C28 survey instrument. The study implemented Self Determination Theory to explain the characteristics and traits of traditional and non traditional students' motivation to succeed in college after completing the freshmen seminar, EDUC 1300. The EDUC 1300 survey and statistical analysis determined that the null hypotheses on all questions were not rejected; there were not statistically significant relationships found between students' identity (traditional and non-traditional students) and intrinsic motivation, extrinsic motivation, and amotivation after completing the EDUC 1300. This study inferred that the students' behavioral characteristics displayed by the survey, after completing the EUC 1300, appeared to affect student persistence and success. The study's research inference was evident by the descriptive statistics on age, gender, and GPA and the statistical analysis on the levels of motivation to go to college displayed by the full-time and part-time students at the North Texas Community College. The survey of the EDUC 1300 class is significant to the field of educational administration leadership because it adds to the literature on community college student retention and the freshmen seminar experience. The study was also significant because it added to the literature on Self Determination Theory's strategic learning effectiveness with the community college nontraditional students' motivation to persist in college. The study may assist community college administrators and faculty to gauge whether the EDUC 1300 is affecting traditional and non-traditional student success. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01