Transitioning from Quarters to Semesters: Changes in College Students' Predicted and Perceived Motivation

Autor/inn/en	Johnson, Marcus Lee; Kestler, Jessica L.
Titel	Transitioning from Quarters to Semesters: Changes in College Students' Predicted and Perceived Motivation
Quelle	In: College and University, 89 (2014) 4, S.26-37 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	Semester System; Quarter System; Transitional Programs; College Students; Student Attitudes; School Size; Public Colleges; Urban Schools; Mixed Methods Research; Attitude Change; Self Efficacy; Student Motivation; Schools of Education; Mastery Learning; Measures (Individuals); Questionnaires; Student Behavior; Behavior Change; Statistical Distributions; Ohio; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Semester; Semesterferien; Collegestudent; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Erziehungswissenschaftliche Fakultät; Messdaten; Fragebogen; Student behaviour; Wahrscheinlichkeitsverteilung
Abstract	A number of U.S. higher education institutions are converting from quarter-to semester-based academic calendars; in fall 2012, seventeen Ohio institutions did so. Over a two-year time period, college student samples were recruited from a large, public, urban, Midwestern university that was undergoing a transition from a quarter-based to a semester-based calendar. Results indicate that during their last year on the quarter calendar, most students favored that system and predicted little to no change in their motivation heading into semesters; but after their first year on the semester calendar, their favoritism of quarters decreased. This mixed methods study assessed college students' favoritism of quarters and semesters; their predicted and perceived changes to their motivated behaviors; and their self-reported motivation. Even though most students perceived little to no change in their motivation after the conversion to the semester calendar, there was a noticeable increase in the percentage of students who reported having adopted maladaptive behaviors and becoming de-motivated. Despite this increase, a statistical increase in students' self-efficacy toward their coursework was also observed. Implications of these findings and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10