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Dissertation - FALLON.pdf (1.37 MB)

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Academic Motivation and Student Use of Academic Support Interventions

Fallon, Elizabeth B
http://orcid.org/0000-0003-3703-2535
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811

Abstract Details

2019, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Educational Technology.
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.
Berhane Teclehaimanot, PhD (Committee Chair)
Judy Lambert, PhD (Committee Member)
Gregory Stone, PhD (Committee Member)
Tony Sanchez, PhD (Committee Member)
142 p.
Education; Educational Technology; Higher Education
academic motivation; tutoring; supplemental instruction; college learning center; academic support interventions; extrinsic motivation, intrinsic motivation, amotivation

Recommended Citations

Citations

  • Fallon, E. B. (2019). Academic Motivation and Student Use of Academic Support Interventions [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811

    APA Style (7th edition)

  • Fallon, Elizabeth. Academic Motivation and Student Use of Academic Support Interventions. 2019. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.

    MLA Style (8th edition)

  • Fallon, Elizabeth. "Academic Motivation and Student Use of Academic Support Interventions." Doctoral dissertation, University of Toledo, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811

    Chicago Manual of Style (17th edition)

toledo1561972670652811
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© 2019, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.