Motivation and Self-Regulation in Community College Transfer Students at a Four-Year Online University

Autor/inn/en	List, Alexandra; Nadasen, Denise
Titel	Motivation and Self-Regulation in Community College Transfer Students at a Four-Year Online University
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 12, S.842-866 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1242096
Schlagwörter	College Transfer Students; Two Year Colleges; Two Year College Students; Community Colleges; Undergraduate Students; Student Motivation; Self Management; Electronic Learning; Virtual Universities; Learning Strategies; Questionnaires; Nontraditional Students; Grade Point Average; Social Influences; Demography; Student Characteristics; Family Structure; Predictor Variables; Student Surveys; Statistical Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Schulische Motivation; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Sozialer Einfluss; Demografie; Familienkonstellation; Familiensystem; Prädiktor; Schülerbefragung; Statistische Analyse
Abstract	Motivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students' performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic factors (e.g., marital status, employment status). Motivation was found to be significantly correlated with both semester and cumulative grade point average (GPA), while associations between self-regulation and performance were more limited. Further, motivation was found to be a significant predictor of semester GPA in a model controlling for sociodemographic factors and prior achievement. Motivation and self-regulation were also found to differ according to students' sociodemographic status. For instance, transfer students with children under 18 were found to have significantly higher levels of motivation than nonparents. Those employed full-time had lower levels of self-regulation than did their nonemployed peers. Implications for further research on community college transfer students and online learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01