Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation

Autor/inn/en	D'Lima, Gabrielle Maria; Winsler, Adam; Kitsantas, Anastasia
Titel	Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation
Quelle	In: Journal of Educational Research, 107 (2014) 5, S.341-356 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.823366
Schlagwörter	Racial Differences; Ethnic Groups; Gender Differences; Undergraduate Students; African American Students; White Students; Self Efficacy; Student Motivation; Performance; Goal Orientation; Grade Point Average; Incentives; Hispanic American Students; Asian American Students; Hypothesis Testing; Likert Scales; Statistical Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnie; Geschlechterkonflikt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Achievement; Leistung; Zielorientierung; Zielvorstellung; Anreiz; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hypothesenprüfung; Hypothesentest; Likert-Skala; Statistische Analyse
Abstract	Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10