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Understanding Self-Perception and Mo...

Black, Adam L.

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Understanding Self-Perception and Motivation as Non-Cognitive Factors That Contribute to Community College Degree Completion in Traditional-Age Men.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding Self-Perception and Motivation as Non-Cognitive Factors That Contribute to Community College Degree Completion in Traditional-Age Men./
Author:	Black, Adam L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	199 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491712
ISBN:	9798728256854

Understanding Self-Perception and Motivation as Non-Cognitive Factors That Contribute to Community College Degree Completion in Traditional-Age Men.
Black, Adam L.

Understanding Self-Perception and Motivation as Non-Cognitive Factors That Contribute to Community College Degree Completion in Traditional-Age Men. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 199 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--California Lutheran University, 2021.

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

Timely degree completion, particularly in the community college system, is dismal. As of February 2018, 25.4% of community college students graduate within three years nationwide (AACC, 2018). A group of students consistently completing post-secondary education at low rates are traditional-age college men (NSCRC, 2017), which are men under the age of 25 (Adelman, 2005). According to the NCES (2017) of the total degrees conferred in the 2015-2016 academic year 59% were women and 41% were men. The biggest discrepancy was for associates degrees earned. Of the total Associate degrees conferred, 61% were women and 38% were men (NCES, 2017). Furthermore, many men are either dropping out or taking longer than two or three years to graduate (NSCRC, 2017). Various attempts have been made to improve community college student outcomes such as institutional reform, initiatives, or interventions (Bailey, 2017; Holland, 2017; Lohfink & Paulsen, 2005). However, recent research of non-cognitive factors and their influence on academics has gained traction in the area of community college student success. Non-cognitive factors are attitudes, behaviors, and strategies that underpin success such as self-efficacy and motivation (Gutman & Schoon, 2013). Extensive research shows that non-cognitive factors influence future success within the labor market and academic settings (Bowles & Gitnis, 1976; Bowles & Gintis, 2002; Bowles, Gintis, Osborne, 2001; Brunello, & Schlotter, 2011; and Farkas 2003). A meta-analysis by Fong, Davis, Kim, Kim, Marriott, and Kim (2016) found that motivation and self-perception were the two most important factors that contributed to continued persistence and success outcomes overall in community college students. However, the results of their study did not disaggregate the data by gender due to incomplete demographic reporting of the studies included in their meta-analysis. Therefore, this study examined how self-perception and motivation played out in the lives of community college men as they pursued degree completion. The underlying purpose was to reveal the experiences of successful community college students to provide insight into timely degree completion. Applying an instrumental case study design, 10 traditional-age male students who recently graduated from one community college within two to three years participated in semi-structured interviews. Data analysis revealed four primary interrelated behaviors that contributed to degree completion: goal setting, forming a positive self-concept, initiating encouraging relationships, and demonstrating grit. These interrelated themes create a framework for success highlighting the importance of behaviors rather than traits. Students who engage in the behaviors of the framework for success can and will capitalize on their higher education opportunity, thereby maximizing their probability of success regardless of past performance or negative self-perceptions.

ISBN: 9798728256854Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Community college students

Understanding Self-Perception and Motivation as Non-Cognitive Factors That Contribute to Community College Degree Completion in Traditional-Age Men.
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