Download or read book The Relationship Between Undergraduate Students Academic Motivation and Cocurricular Involvement at a Midwest Christian University written by Rebecca Lynn Wakeman and published by . This book was released on 2020 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education administrators, faculty, and other stakeholders desire positive student outcomes, such as persistence and academic achievement, from their student populations. Undergraduate students’ cocurricular involvement and academic motivation have previously been shown to separately have a positive correlation with such outcomes. This correlational study aimed to investigate the relationship directly between undergraduate students’ academic motivation and cocurricular involvement. Students’ academic motivation was measured using the Academic Motivation Scale College Version (AMS-C 28) and their cocurricular involvement was measured using involvement subscales from the College Student Experiences Questionnaire (CSEQ). These instruments were administered through an online survey platform to a convenience sample of full-time traditional undergraduate students enrolled at a Midwest Christian liberal arts college in the spring of 2020. Analyses were performed using the Pearson product moment coefficient to test for correlations between variables. The effect size was reported using Pearson’s r for each of the four null hypotheses. Results of this study indicate students’ academic motivation has a significant and positive relationship with their cocurricular involvement in the areas of clubs and organization involvement, course learning engagement, campus faculty experiences, and campus facility use. Recommendations for future research include repeating a similar study during a standard academic semester and using other measurements of cocurricular involvement focusing on students’ interactions with their peers, faculty, and environment for investigation.
Download or read book The Impact of Co curricular Involvement on College Students Need for Cognition written by Gina Tagliapietra Nicoli and published by . This book was released on 2011 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to examine the influence of co-curricular involvement on the need for cognition. Using multiple regression, I analyzed the relationship between co-curricular involvement and the need for cognition while controlling for sex, race, pretest, precollege academic motivation, SES, precollege academic ability, high school involvement, institutional type, work, residence, major, non-classroom interactions with faculty, and the kind of instruction. I also analyzed whether race, sex, or the type of institution students' attend further influenced the effect of involvement on the need for cognition The main effects model found the impact of involvement on the need for cognition to be statistically non-significant. While looking at conditional effects, I found being involved had a small, but positive, statistically significant impact on the need for cognition for non-white students. Also during this exploration I found sex and institutional type did not significantly impact the effects of involvement on the need for cognition. The suggestions for future research include replicating the current study and examining the impact of specific co-curricular involvement opportunities; following-up this study with a qualitative study to discover what students are gaining from co-curricular involvement; looking for additional conditional effects; and exploring what other college experiences impact the need for cognition.
Download or read book Academic Motivation and the Culture of Schooling written by Cynthia Hudley and published by Oxford University Press. This book was released on 2008-07-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Download or read book The Impact of Motivation to Lead on College Students Cocurricular Involvement written by Robert C. Pepper and published by . This book was released on 2009 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Motivation and Student Use of Academic Support Interventions written by Elizabeth Fallon and published by . This book was released on 2019 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of academic motivation on the use of academic support interventions by college students. Many higher education institutions offer academic support interventions, specifically peer-led learning assistance support programs such as tutoring appointments and Supplemental Instruction (SI) sessions, with a goal of improving student outcomes including retention and graduation rates. However, most college students do not access the available interventions. The low participation in academic support interventions indicates that there may be a problem with the design of the interventions. Applying instructional design principles to the problem is an effective method to address the problem of low student participation. An important first step in the instructional design process is to determine the learner characteristics of students who do and do not use the academic support interventions. The Academic Motivation Survey for college students, AMS-C 28, survey instrument with 28 items was used to collect data from 400 undergraduate students at a mid-sized Midwestern public university. A MANOVA analysis revealed that there are differences in academic motivation between students who do and do not use academic support interventions. There are also differences between students who use the interventions frequently and those who do not. Additionally, female students have different academic motivation characteristics than male students. Furthermore, there are academic motivation differences between students with high and low self-reported grade point averages. Lastly, the study indicated that there is an opportunity to revise the design and messaging about the academic support interventions to be more relevant to specific student population groups with the goal of increasing student rates of usage.
Download or read book Relationship Between Involvement in Institutional Activities and Christian Life Commitment Among Undergraduate Students of a Christian University in Mexico written by Esteban Quiyono and published by . This book was released on 2014 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Correlational Study on Orientation toward Religion and Academic Motivation among Undergraduates at a Christian University written by Jolene E. Daw and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Motivation of Degree seeking Undergraduate Students at a For profit University in the United States written by John Walter Carroll and published by . This book was released on 2016 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students attending for-profit colleges and universities represent approximately 11% of the undergraduate population yet little is known about their academic motivation while attending. The Academic Motivation Scale (AMS) (Vallerand, Pelletier, Briere, Senecal, & Vallieres, 1992), grounded in self-determination theory (Deci & Ryan, 1985b), has been used successfully for numerous studies. The AMS has not been tested with a for-profit student population. The AMS and personal data questionnaire were administered via an Internet survey hosted by Survey Gizmo to for-profit students attending face-to-face classes in the United States. The study uses an exploratory design where subjects were selected using a convenience sample (N = 44). Cronbach’s alpha was calculated to measure the internal consistency and reliability of the AMS with for-profit students. Cronbach’s alpha was greater than 0.70 for all the AMS’s seven subscales and two aggregate scales implying the AMS is appropriate for use with for-profit student populations. The study evaluated possible correlations between academic motivation and age. Spearman’s rho correlation coefficient calculations revealed no statistically significant relationship between academic motivation and age. Academic motivation was also tested a predictor of self-reported GPA via ordinary least squares regression. A natural log transformation was conducted to restate the data into a more normal distribution. After transformation, GPA was not a statistically significant predictor of GPA. The aggregate measure of extrinsic motivation was statistically significantly higher than the aggregate measure of intrinsic motivation. No statistically significant difference was found among the three extrinsic motivation subscales. Intrinsic motivation to experience was statistically significantly different than intrinsic motivation to know and intrinsic motivation to accomplish. Cronbach’s alpha was “good” or better for all measure of academic motivation. No statistically significant relationship was found among academic motivation and age. Academic motivation was not revealed to be a useful predictor of GPA.
Download or read book The Impact of Motivation on the Relationship of Academic Stress and Psychological Well being Among College Students written by and published by . This book was released on 2018 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Among undergraduate students, stress can be a factor that impacts success in college. Undergraduates may perceive a range of stimuli as sources of stress. One of the larger stressors include difficulties with academic work. This stress of academic demands may be different for students who view coursework as inherently appealing versus students who are completing coursework for the benefit of a reward. The aim of this research is to explore the impact of motivation on the relationship of academic stress and life satisfaction. Researchers surveyed 100 undergraduate students from a mid-sized university. Participants answered questions pertaining to their everyday life while in college. The survey administered was comprised of questions from the following measures: the Perceived Academic Stress Scale (PASS), the Academic Motivation Scale (AMS), and the Satisfaction with Life Scale (SWLS). Results from this study concluded that motivation had no significant impact on the relationship between academic stress and life satisfaction. Although original predictions were not supported, exploratory analyses revealed a significant mean difference in levels of intrinsic motivation between the year in college. With participants lacking in diversity, researchers conclude that these findings cannot generalize to the targeted population, however additional testing can strengthen external validity of the results. University administrations can use findings from the exploratory analyses to implement programs that increase retention rates and student engagement. The overall findings from this study are important to serve as a foundation for future research to expand upon."--Page 6
Download or read book The Relation of Selected Student Variables to the Academic Motivation of Community College Students written by Gene G. Zimmerman and published by . This book was released on 1973 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Motivation in Online and Traditional Community College Students written by Nora Beerline and published by . This book was released on 2020 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared the effects of academic motivation on traditional and online community college students. Online enrollment continues to increase, especially in public colleges and universities. Academic success in online courses, however, continues to lag behind academic success in face-to-face courses, especially for community college students. Previous studies have indicated that online students tend to have higher levels of intrinsic motivation, but these studies focused on university students. This study extends that research by examining the effects of motivation on community college students. The Academic Motivation Survey was used to collect data from 398 community college students at a Midwestern community college. A MANOVA analysis revealed that online community college students do have higher levels of intrinsic motivation than their face-to-face counterparts, but the difference between the two groups is not as wide as the difference in intrinsic motivation between online and face-to-face university students. Motivational differences were also found between College Credit Plus students and the traditional community college students, as well as significant differences between age groups and males and females. Community college students were also found to have significantly lower levels of intrinsic motivation than university students. Implications for instructional design for community college students are discussed.
Download or read book The Measurement of Optimism and Hope in Relation to College Student Retention and Academic Success written by Patrick John Barlow and published by . This book was released on 2002 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Consistent with research approaches in positive psychology, the variables of optimism and hope were investigated to determine what role these constructs had in the retention and academic success of college students. A sample of 282 students (172 women, 111 men) from a large midwestern university, supplemented by 82 collateral reporters (friends or relatives of the students), participated in the study. Each participant completed a questionnaire including Scheier and Carvers' Life Orientation Test (LOT); Peterson, Semmel, von Baeyer, Abramson, Metalasky, and Seligmans' Attributional Style Questionnaire (ASQ), and C.R. Snyder's Adult Trait Hope Scale (HOPE) along with measures of depression, anxiety, commitment to college, and academic motivation. Participants gave consent for the release of their college grade point average, ACT composite score, and high school class rank from the registrar's office. In addition, the collateral reporters were asked to complete the LOT, ASQ, and HOPE according to their knowledge of the participants. Analyses including linear and logistic regression and Pearson correlations provided evidence for a significant relationship between hope and grade point average, but not optimism. Additionally, no significant relationships were found between optimism, hope, and continued enrollment from the fall to spring semester. Data from the collateral reporters demonstrated a similar pattern with hope significantly related to grade point average as indicated by correlation and regression analyses. The need for further clarification of the relationship between hope, academic success, and retention was discussed along with the limitations of the current study and suggestions for additional research.
Download or read book The Relationship Between Participation in Co curricular Activities and Professional Success After College on Ball State University Undergraduate Students written by Stacey Raquel Keffaber and published by . This book was released on 1994 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Academic Motivation Self esteem and Academic Procrastination in College Students written by Nicole Lekich and published by . This book was released on 2006 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Can A Christian College Student Please God written by Ralph W. Jernigan and published by . This book was released on 2015 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to please God, a Christian college student should be committed to spiritual growth, accountability, as well as doing one's best academically. This project will examine the association between these three areas. Academic success will be measured among College Learning Strategies students using their pre-class and post-class grade point averages. A pre- and post-class survey will be administered to students in order to measure spiritual growth. Spiritual growth will be compared to a student's involvement in some type of accountability. The finding of a correlation between spiritual growth and accountability and/or spiritual growth and academic achievement would lead to an increased emphasis on spiritual growth in academic classes. Such findings would also suggest the need for increased emphasis on providing small group or other mentoring opportunities for students. Leading students to small group involvement may lead to greater academic success but also to an increased retention rate.
Download or read book Commuting Versus Resident Students written by Arthur W. Chickering and published by Jossey-Bass. This book was released on 1974 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cultivating the Spirit written by Alexander W. Astin and published by John Wiley & Sons. This book was released on 2010-11-16 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cultivating the Spirit THIS GROUNDBREAKING WORK IS BASED on a five-year study of how students change during the college years and the role college plays in facilitating the development of their spiritual qualities. Students, the authors argue, grapple with the big questions in life: Who am I? What are my values? Do I have a mission in life? Why am I in college? What kind of person do I want to be? What sort of world do I want to help to create? Their answers to these questions help determine their academic and career choices and are tied to the development of personal qualities such as empathy, caring, and social responsibility. The study finds that, while students' religious engagement declines during college, at the same time they become substantially more caring, tolerant, connected with others, and actively egaged in a spiritual quest. Spiritual growth also enhances academic performance, leadership development, and satisfaction with college. The study provides strong evidence pointing to specific experiences during college that can contribute to students' spiritual growth. The need for spiritual development in college is apparent. Two-thirds of the students in the study express a strong interest in spiritual matters, well over half report that their professors never encourage discussions of religious or spiritual matters, and about the same proportion report that professors never provide opportunities to discuss the purpose and meaning of life. Cultivating the Spirit aims to raise the awareness of academic administrators, faculty, and the public at large to the vital role that spirituality plays in student learning and development. Throughout the book, the authors identify strategies for enhancing students' development and encourage the academy to give greater priority to the spiritual aspects of students' educational and personal development.
