Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students

Autor/inn/en	Fong, Carlton J.; Krause, Jaimie M.; Acee, Taylor W.; Weinstein, Claire Ellen
Titel	Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students
Quelle	In: Journal of Hispanic Higher Education, 15 (2016) 4, S.340-357 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192715607332
Schlagwörter	Limited English Speaking; Statistical Analysis; Self Determination; Community Colleges; Two Year College Students; Two Year Colleges; Higher Education; Grade Point Average; Regression (Statistics); School Holding Power; Comparative Analysis; Academic Persistence; Academic Achievement; Hispanic American Students; Correlation; Student Motivation + Suchen Sie Ihr Suchwort? Statistische Analyse; Selbstbestimmung; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Regression; Regressionsanalyse; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation; Schulische Motivation
Abstract	The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average (GPA), and first-semester and 1-year persistence outcomes. Using ANCOVA and logistic regression, we found that LEP students had significantly higher retention rates and levels of external regulation, or motivation out of compliance or extrinsic rewards. Moreover, LEP students with moderate levels of external regulation persisted longer in their first semester of community college. Implications for understanding the complex motivations of Hispanic community college students are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01