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

Autor/in	Jones, Chris
Titel	Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree
Quelle	(2018), (139 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-6612-9
Schlagwörter	Hochschulschrift; Dissertation; Student Motivation; Visual Impairments; Students with Disabilities; Blindness; Educational Attainment; Higher Education; Dropouts; Student Attitudes; Academic Achievement; Undergraduate Students; College Environment; Academic Persistence; Self Efficacy; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulische Motivation; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Blindheit; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Schulleistung; Hochschulumwelt; Self-efficacy; Selbstwirksamkeit
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01