Thesis (Ed.D)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Is it possible for at-risk students attending a rural community college to succeed in attaining their stated academic goals if exposed to a retention program customized to suit the needs of students attending their type of institution? What role does a student's motivation to succeed play in his or her decision to pursue achievement behavior in college? Are academically at-risk learners aware of behaviors that limit their success in the classroom? If so, what affective and cognitive variables determine individual success and to what extent can these variables be screened for on entrance? To address the above questions, the LASSI and Trice Locus of Control inventory were administered to 45 students enrolled in the Opportunity For Success program, a retention effort for at-risk 17-21 years old students at Quinebaug Valley Community College in Connecticut. Using SPSS, a multiple regression analysis was performed by entering the 10 variables of the LASS I and the GP A for the subjects. Also, two 90- minute, in-depth interviews were conducted of 26 of the 45 students. Faculty and advisors of these students were asked to rate their performance. The findings support the literature on student success and college student attrition. At-risk learners are aware of behaviors that limit their success. Successful at-risk students possess a variety of strategies to cope with academic challenge while low achieving students often do not. Instead, the low achieving students develop theories to explain their failure to succeed. Similarly, this research illustrates that failure, like success, is a habit learned over time and context dependent; the high school experiences of underachieving subjects demonstrate that they are often unmotivated to succeed in the classroom because they lack the interest to invest in academic endeavors. Low achieving students in this study continued this pattern in college, while those who became high and moderately achieving adopted multiple strategies to ensure success. Participants were motivated to perform in classes they considered "fun" and relevant to their future goals. The findings also show that educators should assist at-risk students to overcome their fear of failure by increasing their ability to self-regulate learning, set goals, and evolve healthy self concept. This study concludes that the desire to persist, information processing, and attitude towards learning play a major role in the learner's decision to pursue achievement behavior. / 2031-01-01

This three-paper dissertation addresses the manner in which students’ intrinsic motivation to engage in academic tasks changes during the four years of college. The first paper examines the variance of students’ academic motivation during college. The second paper analyzes whether good practices in undergraduate education promote academic motivation, and the third paper seeks to determine whether those good practices benefit certain students more than others. Implications are explored in each paper.

Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various academic majors; however, it has not been used with students who have a learning disability (LD). The purpose of this study, therefore, was to validate the AMS with students with LD and determine which of the 3-, 5-, or 7-factor model best fit the sample. In addition, this study sought to verify the predictors and related factors of motivation in these students. The variables that were examined were IQ, GPA, gender, type of disability, and academic skills as they relate to motivation. Lastly, the simplex structure, which endorsed motivation to be a continuum, was also statistically verified. Findings of this study concluded that the 7-factor model as proposed by Vallerand (i.e., Vallerand, Pelletier, Blais, Brière, Senécal, & Vallières, 1992) was best suited for this sample. IQ significantly negatively predicted and was significantly inversely related to extrinsic motivation (EM), especially perceptual reasoning skills. Basic academic skills were significantly inversely related to EM, as well as a significant positive predictor of amotivation. Math skills were inversely correlated with several EM factors. There was no significant effect for gender, but students with a disability in math were significantly higher on measures of intrinsic motivation than other disability types. Finally, the simplex structure was only partially supported, since the opposite ends of the motivation continuum did not display the highest negative correlation as expected (Vallerand et al., 1992). These findings were discussed in relation to the current literature on motivation in students followed by a discussion of the limitations of the study and future directions for research in this area.

This study focused on the experiences of undergraduate students with dependent children enrolled in university programs. A holistic approach was adopted to examine student parents’ experiences beyond the academic context. In particular, the research examined how student parents maintain their motivation to attend school despite significant strain and conflict added by taking on the student role. Three specific research questions were investigated exploring motivation to attend university, the influence of self-efficacy beliefs, and how student parents define their success as well as the strategies/supports they utilize to enable their success. Three theories were utilized to provide complementary approaches to explore the research questions: Self-Determination Theory, Possible Selves Theory, and Social Cognitive Theory. Student parent participants were recruited from four universities in southern Ontario as part of a larger study of mature students. Three hundred and ninety-eight students completed an online survey that consisted of a mixture of open- and closed-ended questions. A mixed methods approach was utilized to analyze these data. Qualitative analyses included a directed and a conventional qualitative content analysis. Quantitative analyses included structural equation modeling work to test for measurement invariance based on enrollment status and to evaluate two competing structural models investigating the impact of efficacy beliefs. The findings from this research provide evidence that student parents are quite self-determined in their motivations to attend university and that their motivation includes a strong future focus on their goal aspirations. Student parents’ self-efficacy beliefs and perceptions of school-family balance were found to be significant contributors to school, family, and life satisfaction. Measurement invariance was demonstrated for the study variables based on enrollment status and there were very few differences found between student parents studying on a full-time or part-time basis. Student parents defined success as encompassing multiple aspects, rather than a unitary focus on their student role. These broader definitions of success included success in terms of their individual development, their family relationships, and their workplaces in addition to their student roles. Practical implications of the work suggest ways that educational institutions, students, and others might support student parents’ success.

This study examined the academic achievement, academic self-concept, and academic motivation of 573 immigrant and non-immigrant adolescents in two public secondary schools in the Greater Toronto Area (GTA). Multivariate analyses revealed statistically significant differences between immigrant and non-immigrant adolescents with respect to their academic achievement, academic self-concept, and academic motivation. In addition, supplemental exploratory analyses indicated significant ethnic group differences in academic achievement, academic self-concept, and academic motivation. Surprisingly and importantly, analyses showed the absence of statistically significant gender differences among immigrant adolescents in terms of their academic achievement, academic self-concept, and academic motivation. Results from multiple linear regression analyses provided support for the Self-Description Questionnaire II as a measurement to be used with both immigrant and non-immigrant adolescents. In contrast, support for the Academic Motivation Scale, which is based on the Self-Determination Theory, was not adequately substantiated in the current research for either immigrants or non-immigrants. / Thesis (Master, Education) -- Queen's University, 2007-11-20 10:34:07.043

This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students perceived to be motivating. The reading instructional program was designed using the five key components of the MUSIC Model of Academic Motivation (eMpowerment, Usefulness, Success, Interest, and Caring; Jones, 2009) and was implemented daily in an elementary classroom. Students were interviewed to identify their perspectives about the reading program and student input was used by the teacher to inform instruction and adapt the program to increase motivation. The fourth-grade students in this study were motivated to read for a variety of reasons and enjoyed participating in numerous reading activities. The common theme among all of these motivating activities was personal choice or empowerment, such as selecting a book or choosing a topic of interest. When students made suggestions for improving reading instruction, most of the suggestions related to having the ability to make more meaningful choices. After the teacher implemented the suggestions and changes, the inventory scores for all five components of the MUSIC Model increased, with empowerment increasing slightly more than other components. Findings indicated that it was particularly important that students' voices were valued. The teacher finely honed the reading program based upon students' needs and ideas, resulting in increased reading motivation and achievement during a time when the motivation and achievement of fourth-grade students tends to decline. / Ph. D.

No description available.

My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, and Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, and Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving 'continuously emerging systems of dynamically interrelated components' (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy, interest, and caring) in science class to determine whether or not the students grouped into meaningful 'motivation profiles.' 5 stable profiles emerged: (1) low motivation; (2) low value and high support; (3) somewhat high motivation; (4) somewhat high empowerment and values, and high support; and (5) high motivation. As this study serves as a proof of concept, we concluded by describing the 5 clusters. Together, these studies represent a focus on more integrative and person-centered approaches to studying and understanding academic motivation. / Ph. D.

<p>The salience, prevalence, and consequences of feedback students receive on their academic performance have led to widespread interest in assessment outcomes. Despite the frequency and high stakes of performance feedback, a clear picture of how it influences students' academic motivation has failed to emerge. The overarching goal of this dissertation study was to better understand the effect of performance feedback on secondary school students' academic motivation following a high-stakes assessment. In particular, this study had three main aims: (1) begin disentangling the influence of performance feedback from its valence on students' self-efficacy, goal orientations, and intrinsic motivation, (2) explore how the stage of an assessment event and performance feedback interact to influence these motivation constructs, and (3) determine whether the influence of performance feedback on academic motivation depends on the evaluation dimension of the classroom goal structure.</p><p> To investigate these topical questions, the current study implemented a cluster-randomized experimental design. One hundred sixty-one seventh through ninth grade students in 13 math or science classes from a single, all-female secondary school were randomly assigned by their class to one of the following four feedback conditions: (1) numeric grades, (2) evaluative comments, (3) numeric grades accompanied by evaluative comments, and (4) no feedback. Students' academic motivation was then measured on three occasions to capture its fluctuations during an assessment event: at baseline, immediately after teachers announced what form of feedback students would receive (i.e., anticipation stage), and immediately after students received their assigned form of feedback (i.e., receipt stage). </p><p> Results revealed a series of complex interactions between the stage of feedback (i.e., anticipation vs. receipt) and its form (i.e., grades, comments, grades plus comments, or no feedback). Notably, only students in the grades plus comments condition experienced a decline in self-efficacy from anticipation to receipt of this feedback. However, these students also reported an increase in their mastery goal orientation and intrinsic motivation upon the receipt of grades accompanied by comments. Students in the comments condition experienced a similar increase in intrinsic motivation. Finally, students in the no feedback and comments conditions also reported a greater performance-approach goal orientation when they received performance feedback (or lack thereof) compared to when they anticipated it. No evidence was found to support the hypothesis that students' perceptions of the evaluation dimension of their classroom goal structure moderated these interaction effects. Theoretical, methodological, and practical implications of these findings are discussed along with limitations and recommendations for future research.</p> / Dissertation

L’objectif de cette thèse est de mieux comprendre le phénomène d’orientation choisie vs. subie et d’en déterminer les implications, pour les adolescents, sur le plan motivationnel. Nos recherches s’inscrivent dans la perspective de la Théorie de l’Autodétermination (Deci & Ryan, 2002) qui s’avère pertinente pour appréhender les notions de choix et de contrainte en orientation ainsi que les facteurs influençant les choix. En effet, l’un des concepts centraux de cette théorie est le besoin d’autodétermination qui correspond au fait de se sentir libre de s’engager dans des activités et à l’origine de celles-ci.Tout d’abord, il s’agissait au travers de deux études d’analyser la motivation scolaire des adolescents en filières générale, technologique et professionnelle. L’orientation vers ces filières est déterminée par de multiples facteurs susceptibles de conduire à une orientation vécue comme subie. Notre intérêt s’est porté sur l’influence des parents, des professeurs et le sentiment de liberté perçu par les élèves lors du processus d’orientation : l’objectif était donc, dans une troisième étude, de déterminer le caractère prédicteur de ces variables sur la motivation scolaire ultérieure des élèves en classe de première. Ces recherches nous ont amenés dans les études 4 et 5 à développer un nouvel outil mesurant les perceptions d’autodétermination et d’influence en orientation.Notre travail invite les professionnels de l’éducation et de l’orientation à une réflexion en termes de prévention et de remédiation, en considérant le soutien à l’autodétermination dans les contextes de l’éducation et de l’orientation comme un facteur déterminant de la motivation scolaire. / The objective of this thesis is to develop a better understanding of the phenomenon of chosen or imposed academic pathway and its consequences on adolescents’ academic motivation. Our research are in line with the self-determination theory (Deci & Ryan, 2002). This perspective seems relevant to investigate the notions of choice and constraint in the field of educational and vocational guidance and the factors influencing these choices. Effectively, one of the fundamental concepts of this theory is the need of self-determination defined by a sense of freedom and a sense of choice experienced in the initiating activities.First, the two first studies’ aim was to analyze academic motivation of high school students. The adolescents were enrolled in different courses: general, technological and professional. The choice of an academic pathway is influenced or even constrained by many factors: the student thus feels forced to take part in an academic pathway that is not his or her initial choice. Our interest focuses on parents and teachers’ influence and sense of freedom in academic decision-making process. In the third study, the purpose was to determine the contribution of these variables in subsequent academic motivation. These results led us in studies 4 and 5 to develop a new questionnaire evaluating perceptions of self-determination and influence in academic decision-making.These research invite career counseling professionals and professors to thinking in terms of motivational prevention and remediation. Autonomy support in the fields of vocational guidance and education is considered as a crucial determinant of academic motivation.