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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Correlational Study on Student Retention :/
Reminder of title:	Student Identity, Intrinsic, Extrinsic, and Amotivation.
Author:	Olguin, Javier E.
Description:	1 online resource (128 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Higher education administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355117875

A Correlational Study on Student Retention : = Student Identity, Intrinsic, Extrinsic, and Amotivation.
Olguin, Javier E.

A Correlational Study on Student Retention :Student Identity, Intrinsic, Extrinsic, and Amotivation. - 1 online resource (128 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (PHD/HEA)--University of Phoenix, 2017.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355117875Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

A Correlational Study on Student Retention : = Student Identity, Intrinsic, Extrinsic, and Amotivation.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Victor C.X. Wang.
502 $a Thesis (PHD/HEA)--University of Phoenix, 2017.
504 $a Includes bibliographical references
520 $a 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.
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538 $a Mode of access: World Wide Web
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