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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.
Additional information
Notes on contributors
Marcus Lee Johnson
Marcus Lee Johnson is an assistant professor of Educational Studies, Gita Taasoobshirazi is an associate professor of Educational Studies, Lauren Clark is program director in the Learning Assistance Center, Leah Howell is a program manager in Student Activities and Leadership -Development, and Mishele Breen is a research assistant at the University of Cincinnati.
Gita Taasoobshirazi
Marcus Lee Johnson is an assistant professor of Educational Studies, Gita Taasoobshirazi is an associate professor of Educational Studies, Lauren Clark is program director in the Learning Assistance Center, Leah Howell is a program manager in Student Activities and Leadership -Development, and Mishele Breen is a research assistant at the University of Cincinnati.
Lauren Clark
Marcus Lee Johnson is an assistant professor of Educational Studies, Gita Taasoobshirazi is an associate professor of Educational Studies, Lauren Clark is program director in the Learning Assistance Center, Leah Howell is a program manager in Student Activities and Leadership -Development, and Mishele Breen is a research assistant at the University of Cincinnati.
Leah Howell
Marcus Lee Johnson is an assistant professor of Educational Studies, Gita Taasoobshirazi is an associate professor of Educational Studies, Lauren Clark is program director in the Learning Assistance Center, Leah Howell is a program manager in Student Activities and Leadership -Development, and Mishele Breen is a research assistant at the University of Cincinnati.
Mishele Breen
Marcus Lee Johnson is an assistant professor of Educational Studies, Gita Taasoobshirazi is an associate professor of Educational Studies, Lauren Clark is program director in the Learning Assistance Center, Leah Howell is a program manager in Student Activities and Leadership -Development, and Mishele Breen is a research assistant at the University of Cincinnati.