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Motivation of Students with Visual I...

Jones, Chris.

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Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree./
Author:	Jones, Chris.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	139 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
Subject:	Disability studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13422305
ISBN:	9780438766129

Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree.
Jones, Chris.

Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 139 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2018.

This item must not be sold to any third party vendors.

The methodological aim of the study was to examine what motivates students with blindness or visual impairments VI to pursue a degree at the university level. The researcher looked at multiple motivating factors and focused on self-efficacy and what causes a student with a VI to complete or drop out of college. The study was conducted with students that were attending college classes or currently enrolled and had a VI. The study focus was on 4-year colleges in Texas and two organizations. A non-experimental quantitative design was used. This study design measured the level of the user's perception of the student's success. The instrument the researcher created contained a Likert format. Hypothesis testing was conducted using the Fisher Exact Test at the 0.05 significance level and was based on the statement means and the average of the standard deviations of each statement (based on frequencies). The Fisher Exact test showed a result of 0.8, which was not significant at the 0.05 significance level. As a result, the hypothesis, "Students with VI are not motivated by challenges to persist in a college environment and obtain a college degree," was rejected. Instead, students with VI were motivated by challenges to persist in a college environment and obtain a college degree. The researcher found that some accommodations would be beneficial in increasing student motivation. The most influential factors were self-efficacy and intrinsic motivation, because without these, the student is not driven to do well, even if there are external rewards.

ISBN: 9780438766129Subjects--Topical Terms:

543687
Disability studies.

Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree.
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520 $a The methodological aim of the study was to examine what motivates students with blindness or visual impairments VI to pursue a degree at the university level. The researcher looked at multiple motivating factors and focused on self-efficacy and what causes a student with a VI to complete or drop out of college. The study was conducted with students that were attending college classes or currently enrolled and had a VI. The study focus was on 4-year colleges in Texas and two organizations. A non-experimental quantitative design was used. This study design measured the level of the user's perception of the student's success. The instrument the researcher created contained a Likert format. Hypothesis testing was conducted using the Fisher Exact Test at the 0.05 significance level and was based on the statement means and the average of the standard deviations of each statement (based on frequencies). The Fisher Exact test showed a result of 0.8, which was not significant at the 0.05 significance level. As a result, the hypothesis, "Students with VI are not motivated by challenges to persist in a college environment and obtain a college degree," was rejected. Instead, students with VI were motivated by challenges to persist in a college environment and obtain a college degree. The researcher found that some accommodations would be beneficial in increasing student motivation. The most influential factors were self-efficacy and intrinsic motivation, because without these, the student is not driven to do well, even if there are external rewards.
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