Academic Journal
Motivation and Self-Regulation in Community College Transfer Students at a Four-Year Online University
| العنوان: | Motivation and Self-Regulation in Community College Transfer Students at a Four-Year Online University |
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| اللغة: | English |
| المؤلفون: | List, Alexandra, Nadasen, Denise |
| المصدر: | Community College Journal of Research and Practice. 2017 41(12):842-866. |
| الاتاحة: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | College Transfer Students, Two Year Colleges, Two Year College Students, Community Colleges, Undergraduate Students, Student Motivation, Self Management, Electronic Learning, Virtual Universities, Learning Strategies, Questionnaires, Nontraditional Students, Grade Point Average, Social Influences, Demography, Student Characteristics, Family Structure, Predictor Variables, Student Surveys, Statistical Analysis |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1080/10668926.2016.1242096 |
| تدمد: | 1066-8926 |
| مستخلص: | Motivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students' performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic factors (e.g., marital status, employment status). Motivation was found to be significantly correlated with both semester and cumulative grade point average (GPA), while associations between self-regulation and performance were more limited. Further, motivation was found to be a significant predictor of semester GPA in a model controlling for sociodemographic factors and prior achievement. Motivation and self-regulation were also found to differ according to students' sociodemographic status. For instance, transfer students with children under 18 were found to have significantly higher levels of motivation than nonparents. Those employed full-time had lower levels of self-regulation than did their nonemployed peers. Implications for further research on community college transfer students and online learning are discussed. |
| Abstractor: | As Provided |
| Number of References: | 117 |
| Entry Date: | 2017 |
| رقم الانضمام: | EJ1156175 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1066-8926 |
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| DOI: | 10.1080/10668926.2016.1242096 |