Motivations of Traditional and Nontraditional College Students: From Self-Determination and Attributions, to Expectancy and Values. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Johnson, Marcus Lee; Taasoobshirazi, Gita; Clark, Lauren; Howell, Leah; Breen, Mishele
• Is Part Of: Journal of continuing higher education. Volume 64:Issue 1(2016)
• Page Start: 3
• Page End: 15
• Publication Date: 2016-01-02
• Subjects: achievement motivation -- nontraditional students -- Expectancy-Value Theory -- Attribution Theory -- self-determination; Continuing education -- Periodicals; Education, Higher -- Periodicals; University extension -- Periodicals; Graduate students -- Periodicals; 374
• DOI: 10.1080/07377363.2016.1132880
• Languages: English
• ISSNs: 0737-7363

Abstract

Abstract: We surveyed 139 (88 traditional, 51 nontraditional) students on various motivational measures of self-determination, attribution, and expectancy-value to (a) investigate motivational differences by student status and (b) identify the motivational variables that best predict academic achievement by student status. Results of a multivariate analysis of variance (MANOVA) indicated that nontraditional students report significantly higher levels of interest and teacher influence, just to name two. Results of two stepwise regression analyses suggest that ability-attribution and cost-value variables predict traditional students' academic achievement, and self-efficacy and peer-personal support variables predict nontraditional students' academic achievement. Implications are further discussed, along with avenues for future research.