Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention
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| Title: | Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention |
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| Language: | English |
| Authors: | Norvilitis Jill M. (ORCID |
| Source: | International Journal of Educational Psychology. Oct 2022 11(3):314-338. |
| Availability: | Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Student Motivation, Success, School Holding Power, College Freshmen, Grade Point Average, Low Achievement, Student Attitudes, Student Satisfaction, Student Adjustment, Learning Motivation, Measures (Individuals) |
| Assessment and Survey Identifiers: | Academic Motivation Scale |
| ISSN: | 2014-3591 |
| Abstract: | Two studies examined the relationships between motivational orientation, college student success, and first-year retention. In Study 1, 523 college students completed measures of motivational orientation and student success. Results indicated that intrinsic and extrinsic motivation were positively related to college GPA, student-university match and adjustment to college. In contrast, amotivation was negatively related to these dependent variables. Study 2 examined a mediational model in which motivational orientation, most consistently amotivation, predicted lower college student GPA and poorer college match. These, in turn predicted a decrease in first-to-second-year retention among 385 first-year college students. These results suggest that colleges may wish to address amotivation among students as a way to enhance student success and retention. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1369122 |
| Database: | ERIC |
| Abstract: | Two studies examined the relationships between motivational orientation, college student success, and first-year retention. In Study 1, 523 college students completed measures of motivational orientation and student success. Results indicated that intrinsic and extrinsic motivation were positively related to college GPA, student-university match and adjustment to college. In contrast, amotivation was negatively related to these dependent variables. Study 2 examined a mediational model in which motivational orientation, most consistently amotivation, predicted lower college student GPA and poorer college match. These, in turn predicted a decrease in first-to-second-year retention among 385 first-year college students. These results suggest that colleges may wish to address amotivation among students as a way to enhance student success and retention. |
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| ISSN: | 2014-3591 |
