Motivation and Self-regulation in Community College Transfer Students at a Four-year Online University

Alexandra List, Denise Nadasen

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)842-866
Number of pages25
JournalCommunity College Journal of Research and Practice
Volume41
Issue number12
DOIs
StatePublished - Dec 2 2017

All Science Journal Classification (ASJC) codes

  • Education

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