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Influences on the Motivation of Low-...

Mitchall, Allison Michelle.

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Influences on the Motivation of Low-Income, First-Generation Students on the Path to College: A Cross-Case Analysis using Self-Determination Theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Influences on the Motivation of Low-Income, First-Generation Students on the Path to College: A Cross-Case Analysis using Self-Determination Theory./
Author:	Mitchall, Allison Michelle.
Description:	331 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112880
ISBN:	9781339760162

Influences on the Motivation of Low-Income, First-Generation Students on the Path to College: A Cross-Case Analysis using Self-Determination Theory.
Mitchall, Allison Michelle.

Influences on the Motivation of Low-Income, First-Generation Students on the Path to College: A Cross-Case Analysis using Self-Determination Theory. - 331 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2015.

Low-income, first-generation students face numerous barriers on the path to college. However, millions of these students persevere and ultimately enroll. How do these students remain motivated on the road to higher education despite these challenges? This collective case study explored influences on the motivation of low-income, first generation students on the path to college using Deci and Ryan's self-determination theory and Bourdieu's conceptualization of social capital as guiding frameworks. The case study highlighted the motivational experiences of seven low-income, first-generation college students and included interviews with their parents, counselors, and teachers. The findings indicated that relatedness - or the close, safe psychological relationships one has with others - was augmented by teachers and counselors who provided frequent contact and college planning reminders, demonstrated openness to building a relationship, advocated for the students, listened and acted as a sounding board, and served as a long-term presence in the students' lives. For families, relatedness was enhanced when parents were involved in college planning, served as positive examples, and showed they cared. Serving as a role model for younger siblings was another key motivator for the students.

ISBN: 9781339760162Subjects--Topical Terms:

641065
Higher education.

Influences on the Motivation of Low-Income, First-Generation Students on the Path to College: A Cross-Case Analysis using Self-Determination Theory.
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245 1 0 $a Influences on the Motivation of Low-Income, First-Generation Students on the Path to College: A Cross-Case Analysis using Self-Determination Theory.
300 $a 331 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Audrey J. Jaeger.
502 $a Thesis (Ph.D.)--North Carolina State University, 2015.
520 $a Low-income, first-generation students face numerous barriers on the path to college. However, millions of these students persevere and ultimately enroll. How do these students remain motivated on the road to higher education despite these challenges? This collective case study explored influences on the motivation of low-income, first generation students on the path to college using Deci and Ryan's self-determination theory and Bourdieu's conceptualization of social capital as guiding frameworks. The case study highlighted the motivational experiences of seven low-income, first-generation college students and included interviews with their parents, counselors, and teachers. The findings indicated that relatedness - or the close, safe psychological relationships one has with others - was augmented by teachers and counselors who provided frequent contact and college planning reminders, demonstrated openness to building a relationship, advocated for the students, listened and acted as a sounding board, and served as a long-term presence in the students' lives. For families, relatedness was enhanced when parents were involved in college planning, served as positive examples, and showed they cared. Serving as a role model for younger siblings was another key motivator for the students.
520 $a Competency - or the belief in one's abilities to be effective in one's environment - was fostered by school personnel who provided career encouragement and positive feedback on student's academic abilities. Parental support for competency was enacted by emphasizing education early and fostering students' academic competency, setting high expectations for grades, and providing positive feedback. Competency was forestalled by not providing enough academic rigors in the school setting, focusing on testing versus college preparation, and low perceived teacher quality.
520 $a Autonomy - described as feeling volitional and having choice in one's decisions - was enhanced when school staff expanded students' choices about college, served as sounding boards, and listened and offered reminders, not directives. Autonomy-supportive strategies used by parents included being supportive but "hands off" with decisions, serving as a sounding board during decision-making, supporting students' career goals, and encouraging the child's help-seeking behavior. Autonomy was undermined when school personnel coddled students or did not provide validation or other forms of support during college planning. Parent and family approaches that undermined autonomy included providing little college push or process support, not having information to answer "what will it be like" questions, highlighting financial concerns, family obligations, and having low expectations of college-going.
520 $a In terms of social capital, those who provided students with high-volume forms of social capital provided emotional support, demonstrated a belief in students' ability, and showed caring. They also offered accurate, high-quality information and facilitated students' access to other social networks for support. Fewer sources for college information in social networks and a lack of college-going ethos in the community created low-volume forms of social capital that negatively impacted students. These findings have significant implications for school personnel, parents/guardians, and those working in college access organizations to improve postsecondary attainment for underserved students.
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