• Find People
  • Campus Map
  • PiratePort
  • A-Z
    • About
    • Submit
    • Browse
    • Login
    View Item 
    •   ScholarShip Home
    • Dissertations and Theses
    • Dissertations
    • View Item
    •   ScholarShip Home
    • Dissertations and Theses
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of The ScholarShipCommunities & CollectionsDateAuthorsTitlesSubjectsTypeDate SubmittedThis CollectionDateAuthorsTitlesSubjectsTypeDate Submitted

    My Account

    Login

    Statistics

    View Google Analytics Statistics

    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

    Thumbnail
    View/ Open
    SMITH-DOCTORALDISSERTATION-2017.pdf (2.284Mb)

    Show full item record
    Author
    Smith, Sharon D
    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.
    URI
    http://hdl.handle.net/10342/6221
    Date
    2017-05-04
    Citation:
    APA:
    Smith, Sharon D. (May 2017). 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 (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/6221.)

    Display/Hide MLA, Chicago and APA citation formats.

    MLA:
    Smith, Sharon D. 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. Doctoral Dissertation. East Carolina University, May 2017. The Scholarship. http://hdl.handle.net/10342/6221. April 18, 2021.
    Chicago:
    Smith, Sharon D, “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” (Doctoral Dissertation., East Carolina University, May 2017).
    AMA:
    Smith, Sharon D. 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 [Doctoral Dissertation]. Greenville, NC: East Carolina University; May 2017.
    Collections
    • Dissertations
    • Educational Leadership
    Publisher
    East Carolina University

    xmlui.ArtifactBrowser.ItemViewer.elsevier_entitlement

    East Carolina University has created ScholarShip, a digital archive for the scholarly output of the ECU community.

    • About
    • Contact Us
    • Send Feedback