東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Student Integration and Motivation: ...

Williams, Douglas.

FindBook

Google Book

Amazon

博客來

Student Integration and Motivation: Academic Integration, Social Integration, Student Motivation and Retention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student Integration and Motivation: Academic Integration, Social Integration, Student Motivation and Retention./
作者:	Williams, Douglas.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740975
ISBN:	9781339331195

Student Integration and Motivation: Academic Integration, Social Integration, Student Motivation and Retention.
Williams, Douglas.

Student Integration and Motivation: Academic Integration, Social Integration, Student Motivation and Retention. - 145 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Lipscomb University, 2015.

This study sought to identify the impact that a relationship between academic integration, social integration, and student motivation might have on retention from first to second year at a less-selective, private, four-year, Christian college in the southeastern United States. Tinto's (1975, 1987, 1993) theory on social and academic integration and Deci and Ryan's (2000) self-determination theory served as the conceptual framework for this study. By examining factors related to social integration, academic integration, and student motivation, the research sought to investigate the relationship among three groups: first generation, commuter, and athletes. A mixed methods research design was utilized to examine the relationship of the variables and demographic groups. This study also sought to explore teaching strategies used in the classroom and the impact this has on social integration, academic integration, and student motivation. Results from independent t-tests revealed that low social integration among commuter students was a predictor for dropout among the three demographics of students. Qualitative data helped to provide a description of teaching strategies utilized in classrooms at the college, and a comparison was found among the perception of teaching strategies and the age of students with traditional students having a lower perception of current teaching strategies and lower levels of social integration, academic integration, and student motivation. While the quantitative measures did not identify a relationship other than the one between social integration and commuter students, this study provides faculty and administration with a better understanding of how teaching strategies impact social integration, academic integration, and student motivation, and will provide the institution with steps to consider when working to retain students from the first to second year.

ISBN: 9781339331195Subjects--Topical Terms:

516579
Education.

Student Integration and Motivation: Academic Integration, Social Integration, Student Motivation and Retention.
LDR:02813nmm a2200277 4500 001 2075498
005 20161110122257.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339331195
035 $a (MiAaPQ)AAI3740975
035 $a AAI3740975
040 $a MiAaPQ $c MiAaPQ
100 1 $a Williams, Douglas. $3 3190894
245 1 0 $a Student Integration and Motivation: Academic Integration, Social Integration, Student Motivation and Retention.
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Tracey Hebert.
502 $a Thesis (Ed.D.)--Lipscomb University, 2015.
520 $a This study sought to identify the impact that a relationship between academic integration, social integration, and student motivation might have on retention from first to second year at a less-selective, private, four-year, Christian college in the southeastern United States. Tinto's (1975, 1987, 1993) theory on social and academic integration and Deci and Ryan's (2000) self-determination theory served as the conceptual framework for this study. By examining factors related to social integration, academic integration, and student motivation, the research sought to investigate the relationship among three groups: first generation, commuter, and athletes. A mixed methods research design was utilized to examine the relationship of the variables and demographic groups. This study also sought to explore teaching strategies used in the classroom and the impact this has on social integration, academic integration, and student motivation. Results from independent t-tests revealed that low social integration among commuter students was a predictor for dropout among the three demographics of students. Qualitative data helped to provide a description of teaching strategies utilized in classrooms at the college, and a comparison was found among the perception of teaching strategies and the age of students with traditional students having a lower perception of current teaching strategies and lower levels of social integration, academic integration, and student motivation. While the quantitative measures did not identify a relationship other than the one between social integration and commuter students, this study provides faculty and administration with a better understanding of how teaching strategies impact social integration, academic integration, and student motivation, and will provide the institution with steps to consider when working to retain students from the first to second year.
590 $a School code: 1752.
650 4 $a Education. $3 516579
650 4 $a Education policy. $3 2191387
690 $a 0515
690 $a 0458
710 2 $a Lipscomb University. $b College of Education. $3 3190895
773 0 $t Dissertation Abstracts International $g 77-05A(E).
790 $a 1752
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740975