Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic PDF
Preview Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic
AAnnddrreewwss UUnniivveerrssiittyy DDiiggiittaall CCoommmmoonnss @@ AAnnddrreewwss UUnniivveerrssiittyy Dissertations Graduate Research 2017 MMiinnddsseett,, AAccaaddeemmiicc MMoottiivvaattiioonn,, AAnndd AAccaaddeemmiicc SSeellff--EEffifficcaaccyy AAss CCoorrrreellaatteess OOff AAccaaddeemmiicc AAcchhiieevveemmeenntt AAmmoonngg UUnnddeerrggrraadduuaattee SSttuuddeennttss iinn CCoommmmuunniiccaattiioonn SScciieenncceess aanndd DDiissoorrddeerrss PPrrooggrraammss Heather Loraine Ferguson Andrews University, [email protected] Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Communication Commons, and the Higher Education Commons RReeccoommmmeennddeedd CCiittaattiioonn Ferguson, Heather Loraine, "Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs" (2017). Dissertations. 1648. https://digitalcommons.andrews.edu/dissertations/1648 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. ABSTRACT MINDSET, ACADEMIC MOTIVATION, AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS IN COMMUNICATION SCIENCES AND DISORDERS PROGRAMS by Heather Loraine Ferguson Chair: Elvin Gabriel ABSTRACT OF GRADUATE STUDENT RESEARCH Dissertation Andrews University School of Education Title: MINDSET, ACADEMIC MOTIVATION, AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS IN COMMUNICATION SCIENCES AND DISORDERS PROGRAMS Name of researcher: Heather Loraine Ferguson Name and degree of faculty chair: Elvin Gabriel, Ed.D. Date completed: September 2017 Problem Higher education serves many stakeholders including students, parents, faculty, staff, university administrators, and other contributors. Those stakeholders are all linked with one purpose: the success of the student. That success or failure is most commonly measured by achievement through grade point average (GPA). The academic demands within the college/university setting is high. Limited academic achievement can result in academic failure, being placed on academic probation, even losing scholarships and grants. Students enter college, progress through college, and often graduate without having a real understanding for what it truly takes to be academically successful and what factors may contribute to that success. The study examined the extent to which types of mindset, academic motivation, and academic self-efficacy correlated with academic achievement among undergraduate communication sciences and disorders students. Method Undergraduate communication sciences and disorders students in the Great Lakes States of Michigan, Indiana, Ohio, and Illinois completed a 75-item survey to determine the correlation between academic achievement and mindset, academic motivation, and academic self-efficacy. Descriptive analysis, Spearman Rank correlation, and categorical regression (CATREG) were used to analyze the data. Results Results of this current study indicate that undergraduate communication sciences and disorders students report average to higher than average GPAs. Undergraduate communication sciences and disorders students have very high extrinsic motivation (M = 5.90), high intrinsic motivation (M = 5.22), and very low amotivation (M = 1.62). Fifty-four percent of undergraduate communication sciences and disorders students have high self-efficacy and higher growth mindset than fixed mindset. The results of this study indicate that amotivation is negatively correlated to academic achievement. Therefore, the higher the academic achievement, the lower the amotivation. Academic self-efficacy is also correlated to academic achievement. Hence, the higher the academic self-efficacy, the higher the academic achievement. Conclusions Undergraduate communication sciences and disorders students, who are “average to higher than average” in their academic achievement are more extrinsically motivated. They present with almost no amotivation, and have generally high self-efficacy. The undergraduate communication disorders student has more of a growth mindset than a fixed mindset. This population is resilient, motivated more by externally contributing factors, and demonstrates learning-based development and changeability. They have positive feelings about their academic skills which are found to be directly related to their average to high-average academic achievement. Andrews University School of Education MINDSET, ACADEMIC MOTIVATION, AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS IN COMMUNICATION SCIENCES AND DISORDERS PROGRAMS A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Heather Loraine Ferguson September 2017 © Copyright by Heather Loraine Ferguson 2017 All Rights Reserved MINDSET, ACADEMIC MOTIVATION, AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS IN COMMUNICATION SCIENCES AND DISORDERS PROGRAMS A dissertation presented in partial fulfillment of the requirements for the degree Doctor of Philosophy by Heather Loraine Ferguson APPROVAL BY THE COMMITTEE: _______________________________ _________________________________ Chair: Elvin Gabriel Dean, School of Education Robson Marinho _______________________________ Member: Jimmy Kijai _______________________________ Member: Gustavo Gregorutti _______________________________ _________________________________ External: Rhonda Tomenko Date approved TABLE OF CONTENTS LIST OF TABLES ....................................................................................................... vi LIST OF ABBREVIATIONS ...................................................................................... viii ACKNOWLEDGMENTS ........................................................................................... ix Chapter 1. INTRODUCTION ............................................................................................ 1 Background .......................................................................................... 1 Rationale for the Study ........................................................................ 5 Statement of the Problem ..................................................................... 7 Purpose of the Study ............................................................................ 9 Conceptual Framework ........................................................................ 9 Linking Mindset and Academic Achievement .................................... 14 Linking Academic Motivation and Academic Achievement............... 14 Linking Self-Efficacy and Academic Achievement ............................ 14 Linking Academic Achievement, Self-Efficacy, Mindset, and Academic Motivation .............................................................. 15 Research Questions .............................................................................. 16 Significance of the Study ..................................................................... 16 Definition of Terms.............................................................................. 18 Limitations of the Study....................................................................... 20 Delimitations of the Study ................................................................... 21 Organization of the Study .................................................................... 21 2. LITERATURE REVIEW ................................................................................. 22 Purpose of Literature Review .............................................................. 22 A Historical Overview of Academic Achievement ............................. 23 A Historical Overview of Mindset ....................................................... 25 A Historical Overview of Academic Motivation ................................. 26 A Historical Overview of Academic Self-Efficacy ............................. 27 The Relationship Between Mindset and Academic Achievement ....... 29 The Relationship Between Academic Motivation and Academic Achievement .................................................................................. 34 The Relationship Between Academic Self-Efficacy and Academic Achievement ................................................................. 41 iii Brief Summary of Literature ................................................................ 44 3. METHODOLOGY ........................................................................................... 45 Introduction .......................................................................................... 45 Research Questions .............................................................................. 45 Research Design................................................................................... 46 Population and Sample ........................................................................ 47 Instrumentation .................................................................................... 48 Procedure ............................................................................................. 51 Data Analysis ....................................................................................... 52 Summary .............................................................................................. 53 4. ANALYSIS OF DATA..................................................................................... 54 Description of the Sample .................................................................... 54 Demographic Information .................................................................... 55 Research Questions .............................................................................. 57 Research Question 1 ...................................................................... 57 Mindset .................................................................................... 57 Academic Motivation............................................................... 60 Academic Self-Efficacy ........................................................... 63 Research Question 2 ...................................................................... 68 Summary of Major Findings ................................................................ 74 5. SUMMARY, DISCUSSION, AND IMPLICATIONS .................................... 76 Introduction .......................................................................................... 76 Purpose of the Study ............................................................................ 76 Summary of Literature ......................................................................... 76 Summary of Methodology ................................................................... 81 Summary of Major Findings ................................................................ 81 Demographic Information .................................................................... 82 Research Question 1 Discussion .......................................................... 83 Research Question 2 Discussion .......................................................... 86 Conclusion ........................................................................................... 88 Implications for Practice ...................................................................... 90 Implications for Future Research ......................................................... 92 Appendix A. IRB APPROVAL DOCUMENTS .................................................................... 94 B. SURVEY INVITATION .................................................................................. 97 C. INFORMED CONSENT .................................................................................. 99 iv
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