LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
Motivational 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.
Subject (authority = ETD-LCSH)
Topic
Motivation in education
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Education, Higher -- Web-based instruction
Subject (authority = ETD-LCSH)
Topic
Academic achievement
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.