Student Motivation and Program Participation

Autor/inn/en	Reardon, Robert C.; Bertoch, Sara Cummings
Titel	Student Motivation and Program Participation
Quelle	In: Journal of College Student Development, 51 (2010) 6, S.716-722 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2010.0025
Schlagwörter	Undergraduate Students; Performance Contracts; Career Planning; Psychological Testing; Student Motivation; Family Relationship; Career Development; Personality Traits; Goal Orientation; Measures (Individuals); Introductory Courses; Scores + Suchen Sie Ihr Suchwort? Leistungsvereinbarung; Karriereplanung; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Schulische Motivation; Berufsentwicklung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Zielorientierung; Zielvorstellung; Messdaten; Einführungskurs
Abstract	The present study investigated the relationship between goal instability and participation in a career planning program (course) using the goal instability scale (GIS) and a completed course performance contract. Specifically, this study addressed the following question: What is the relationship between motivation, as measured by goal instability, and willingness to engage in career program activities? It was hypothesized that students with lower goal instability would perform at a higher level than those with higher goal instability. Participants included 246 undergraduate students enrolled in an introductory career development course at a large state university. The overall mean GIS scores for this sample indicated low goal instability, or high motivation, which may explain the lack of relationship between course participation and GIS scores. However, the findings indicated a significant relationship between goal stability or motivation and extra credit points obtained in the course. In other words, as motivation increased (i.e., goal instability decreased), the amount of extra credit points earned in the course increased as well. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10