Identifying profiles of motivational processes in online college students and their relation to multiple indicators of academic success
Citation & Export
Hide
Simple citation
Pawlo, Erica R..
Identifying profiles of motivational processes in online college students and their relation to multiple indicators of academic success. Retrieved from
https://doi.org/doi:10.7282/t3-ksse-e992
Export
Description
TitleIdentifying profiles of motivational processes in online college students and their relation to multiple indicators of academic success
Date Created2019
Other Date2019-08 (degree)
Extent1 online resource (vii, 118 pages) : illustrations
DescriptionMotivational processes are important for academic success in college because they enable students to learn independently and overcome challenges to learning. In particular, when students exhibit poor academic or self-regulation skills, are non-traditional in age, and/or enroll in online learning environments, they are more likely to encounter challenges that can interfere with learning. In the current study, person-centered statistical approaches were used to identify patterns of self-efficacy for online learning, mindset, mastery orientation, test anxiety, and grit in a sample of non-traditional college students (N = 5,952), and to examine whether these motivation profiles differentially related to indicators of academic success, engagement, and persistence. Additionally, this study aimed to validate the cluster solution by conducting multiple types of person-centered analyses (i.e., cluster analysis, latent profile analysis) across two random subsamples (i.e., 80% and 20% of the overall sample) of students. Results indicated that a four-profile solution was most meaningful and interpretable and was validated across two random samples. The four clusters also differed on measures of academic success and engagement with online resources, but not with term-to-term retention. Results are discussed in terms of the meaningfulness of motivation profiles in relation to achievement, how the profiles elicited from each statistical technique were compared, and the implications for future research and practical application of the motivation profiles.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.