Students' Motivation to Learn, Academic Achievement, and Academic Advising

251 Pages·2007·0.8 MB·English

Students’ Motivation to Learn, Academic Achievement, and
Academic Advising

Marcus Henning

A thesis submitted AUT University in partial
fulfilment of
Doctor of Philosophy

2007
ii

TABLE OF CONTENTS
Title Page i
Table of Contents ii
List of Tables viii
Attestation of Authorship xii
Acknowledgements xiii
Abstract xiv

Chapter 1: Introduction 1
Learning Considerations for Tertiary Students Experiencing
Academic Difficulties 2
Academic Advising 6
Hirsch’s (2001) Multiple Intervention Model and Relevance for the
Present Research 8
Developing a Central Proposition 11
Chapter 2: A Research Framework for Academic Advising 13
Study 1: Students’ Descriptions and Problem Assessment 14
Study 1: Areas Under Investigation 16
Students’ Problem Descriptions and Perceptions Regarding
Readiness for Study 16
Students’ Explanations of Learning and Study Practices 20
Propositions for Study 1 25
Proposition 1a 26
Proposition 1b 26
Proposition 1c 26
Proposition 1d 26
Study 2: Defining Levels of Motivation and Readiness for Study 27
Emotional and Motivational Readiness for Study 29
Study Skills 31
iii
Learning and Study Strategies Inventory (LASSI) 31
Motivated Strategies for Learning Questionnaire (MSLQ) 34
Study 2: Areas Under Investigation 35
Hirsch’s Three-Stage Theory 36
Stability of Motivation over Time 38
Prediction of Academic Achievement 40
Propositions for Study 2 44
Proposition 2a 44
Proposition 2b 45
Proposition 2c 45
Study 3: Impact of a Study Skills Programme and Access to Academic
Advisory Services 45
Motivation and Academic Advising 45
Expectancy-Value Constructs 46
Intrinsic Motivation 47
Goal Orientation Theories 47
Multiple Goals 48
Self-Efficacy 48
Control Theories 49
Self-Worth 50
Notion of Relatedness 50
Self-Regulation and Academic Advising 51
Forethought Phase 52
Performance Phase 53
Self-Reflection Phase 54
Study 3: Areas Under Investigation 55
The Impact of a Study Skills Programme 55
Access to Academic Advisory Services 61
Propositions for Study 3 63
Proposition 3a 64
Proposition 3b 64
iv
Proposition 3c 64
Proposition 3d 64
Chapter Summary 64
Chapter 3: Methods 66
Study 1: Students’ Interview Data 67
Purpose 67
Participants 67
Procedure 68
Research Paradigm 68
Timing 68
Ethical Considerations 69
Sampling 69
Measures 70
Data Analysis 73
Study 2: Defining Levels of Motivation and Readiness for Study 75
Purpose 75
Participants 75
Procedure 75
Research Paradigm 75
Timing 76
Ethical Considerations 77
Sampling 77
Measures 78
Data Analysis 83
Study 3: Considering the Impact of a Study Skills Programme and
Access to Academic Advisory Services 85
Purpose 85
Participants 85
Procedure 85
Research Paradigm 85
Timing 86
v
Ethical Considerations and Sampling 86
Measures 86
Data Analysis 87
Summary of Methods 89
Chapter 4: Results 91
Study 1: Students’ Interview Data 91
Students’ Problem Descriptions 92
Students’ Perceived Readiness for Study 94
Students’ Explanations of Learning and Study Practices 96
Students’ Commentaries Linked Directly with Hirsch’s (2001)
Prescribed Intervention Systems 98
Study 2: Defining Levels of Motivation and Readiness for Study 100
Demographic Variables by Motivation Level and Academic
Difficulty 100
Hirsch’s Three-Stage Theory 101
Comparison of Motivation and Academic Measures 101
Motivation Level 103
Academic Difficulty 106
Stability of Motivation Level over Time 109
Predicting Grade Average and Retention 110
Study 3: Considering the Impact of a Study Skills Programme and
Access to Academic Advisory services 111
Persistence of the Students 111
Evaluation of a Study Skills programme 111
Analysis of Completion of a Study Skills Programme, Motivation
Level and Grade 111
Analysis of Completion of a Study Skills Programme and
Questionnaire Measures 113
Analysis of Completion of a Study Skills Programme and Self-
Defined Motivation Level 118
Access to Academic Advisory Services 118
vi
Analysis of Motivation Level, Actual and Intended Use of
Academic Advisory Services 118
Analysis of Motivation Level, Academic Difficulty and Actual
Use of Academic Advisory Services 119
Summary of Results 120
Chapter 5: Discussion 125
Study 1: Students’ Descriptions and Problem Assessment 126
Students’ Problem Descriptions 128
Students’ Perceived Readiness for Study 130
Students’ Explanations of Learning and Study Practices 132
Students’ Commentaries Linked Directly with Hirsch’s (2001)
Prescribed Intervention Systems 136
Study 2: Defining Levels of Motivation and Readiness for Study 137
Hirsch’s Three-Stage Theory 139
Student Participation 139
Students Experiencing Academic Difficulty 140
Motivation Level 140
Academic Difficulty 143
Stability of Motivation Level over Time 145
Predicting Grade Average and Retention 147
Study 3: Impact of a Study Skills Programme and Access to Academic
Advisory Services 149
The Impact of a Study Skills Programme 152
Academic Attainment, Study Skills Course Completion and Self-
Defined Motivation Level 152
Study Skills Course Completion and Self-Defined Motivation
Level, and LASSI and MSLQ scores 154
Access to Academic Advisory services 159
Motivation Level, and Actual and Intended Use of Academic
Advisory Services 159
vii
Motivation Level, Academic Difficulty and Actual Use of Academic
Advisory Services 161
Conclusion: How Useful is Hirsch’s (2001) Multiple Intervention
Model with Respect to its Research Application in the Area of
Academic Advising? 163
Bibliography 172
Appendices 211
Appendix A: Research Communications 212
Participant Information Sheet 213
Consent to Participation in Survey Research 214
Invitation for Interview: Letter Format 215
Consent to Participation in the Interview 216
Background Information 217
Appendix B: Study 1: Students’ Interview Data 218
Appendix C: Study 2: Defining Levels of Motivation and Readiness for
Study 227
Appendix D: Study 3: Considering the Impact of a Study Skills
Programme and Access to Academic Advisory services 231
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LIST OF TABLES

Table 1 Domains of Interest with the Different Comparison Combinations 74
Table 2 Comparison of Percentage Breakdown for Demographic Factors
Between this Study’s Sample and the University Population 78
Table 3 Defining Sample Statements and Response Indices (RI, in
Parentheses) for Problem Descriptions 93
Table 4 Defining Sample Statements and Response Indices (RI, in
Parentheses) for Perceived Readiness for Study 95
Table 5 Defining Sample Statements and Response Indices (RI, in
Parentheses) for Explanations of Learning and Study Practices 97
Table 6 Defining Sample Statements and Response Indices (RI, in
Parentheses) for Commentaries Linked Directly with Hirsch’s
(2001) Prescribed Interventions Systems 99
Table 7 Categorical Frequencies for Motivation Level and Academic
Difficulty 102
Table 8 Multivariate Results for the 3 x 3 MANCOVA for Motivation Level
and Academic Difficulty over the Five MSLQ and LASSI Measures,
using Age as a Covariate 102
Table 9 Means for the Significant LASSI Factors’ Will and Self-Regulation
for each Motivation Level 104
Table 10 LASSI Subtests Means for each Motivation Level 106
ix
Table 11 Means for the Significant MSLQ Component Motivational Beliefs
and LASSI Components’ Skill, Will and Self-Regulation for
108
Presence or Absence of Academic Difficulty
Table 12 Frequency Counts for Pre- and Post-Motivation Levels 109
Table 13 Means of Grade Average by Study Skill Course Completion and
Motivation Level 112
Table 14 Mean Scores for MSLQ and LASSI Component Measures as a
Function of Completion of a Study Skills Course at Times 1 (Pre-
Measures) and 2 (Post-Measures) 115
Table 15 Mean Scores for LASSI Subtest Measures as a Function of
Completion of a Study Skills Course at Times 1 (Pre-Measures)
And 2 (Post-Measures)
117
Table 16 Propositions and Research Findings for Study 1 127
Table 17 Propositions and Research Findings for Study 2 138
Table 18 Propositions and Research Findings for Study 3 151
Table 19a Interviews: Participant Details 219
Table 19b Interviews: Participant Details 220
Table 20 Details from the Post Measures (n = 147) 220
Table 21 Emerging Themes of Students’ Problem Descriptions Classified
According to Students’ Perceived Level of Motivation and
Academic Difficulty and Linked to Aspects of Learning (Multiple
Occurrences of Themes are in Parentheses) 221
x
Table 22 Emerging Themes of Students’ Perceived Readiness for Study as a
Function of Level of Motivation and Academic Difficulty and
Linked To Students’ Readiness for Study (Multiple Occurrences of
Themes are in Parentheses) 222
Table 23 Emerging Themes of Students’ Explanations of their Learning and
Study Practices (Motivation) as a Function of Level of Motivation
and Academic Difficulty and Linked to Students’ Attributions
(Multiple Occurrences of Themes are in Parentheses) 223
Table 24 Emerging Themes of Students’ Explanations of their Learning and
Study Practices (Self-Regulation) as a Function of Level of
Motivation and Academic Difficulty and Linked to Students’
Attributions (Multiple Occurrences are in Parentheses) 224
Table 25 Emerging Themes of Students’ Commentaries Linked Directly with
Hirsch’s (2001) Prescribed Interventions Systems with Regards to
Motivation as a Function of Motivation Level and Academic
Difficulty and Linked to Students’ Attributions (Multiple
Occurrences are in Parentheses) 225
Table 26 Emerging Themes of Students’ Commentaries Linked Directly with
Hirsch’s (2001) Prescribed Interventions Systems with Regards to
Self-Regulation as a Function of Motivation Level and Academic
Difficulty and Linked to Students’ Attributions (Multiple
Occurrences are in Parentheses) 226
Table 27 Tests of Between-Subjects Effects for Motivation Level and MSLQ
and LASSI Measures 228
Table 28 Tests of Between-Subjects Effects for Academic Difficulty and
MSLQ and LASSI Measures 229