Poster Presentations - Guzman Lecture Hall
Academic Achievement and Intrinsic Motivation in Veterans Continuing Education After Service
Location
Guzman Lecture Hall Poster #2
Start Date
4-24-2015 1:30 PM
End Date
4-24-2015 2:30 PM
Student Type
Undergraduate
Faculty Mentor(s)
Afshin Gharib, Ph.D.
Presentation Format
Poster Presentation
Abstract/Description
Due to the recent increase in soldiers coming back from war, researchers have begun investigating if schools are structured to accept veterans as students and whether veterans are motivated in their academic settings. Academic achievement motivation can be defined as the desire to be successful in an academic setting based on internal and external reasons. Intrinsic motivation is an individual’s focus to be achieve their personal goals. One study by Dishon-Berkovits (2014) looked into the influence of academic achievement and found that when students have goals assigned by the teacher or have personal goals, students are motivated to meet these goals and excel in their academics. The purpose of this study is to see how motivated veterans are with continuing their education. The first goal of this study was to measure the academic motivation of the veterans, comparing those who have served longer to those who served shorter periods. The second goal was to compare the motivation of the participants from a junior college to a four year university. The third goal was to compare the academic motivation of veteran students at a 4 year university to non-veteran students. About 50 veteran participants and 30 non-veterans will be recruited from the two colleges and will be given an online questionnaire consisting of three measures: Achievement Task Value Scale, researcher designed measure of Academic Achievement Motivation, and Intrinsic Motivation Inventory – Revised. For the first goal, predictions are that participants who have served longer will be more motivated in continuing their education. For the second goal, predictions are that veteran students already enrolled in a 4 year university will be more motivated than students enrolled in a community college, and veterans will be more motivated than non-veterans. Veterans have gained a different experience from combat training and going into war. Coming back from service, veterans who decide to achieve a college degree are determined to achieve it. Once veterans are already enrolled in a 4 year college, they are more motivated to succeed.
Academic Achievement and Intrinsic Motivation in Veterans Continuing Education After Service
Guzman Lecture Hall Poster #2
Due to the recent increase in soldiers coming back from war, researchers have begun investigating if schools are structured to accept veterans as students and whether veterans are motivated in their academic settings. Academic achievement motivation can be defined as the desire to be successful in an academic setting based on internal and external reasons. Intrinsic motivation is an individual’s focus to be achieve their personal goals. One study by Dishon-Berkovits (2014) looked into the influence of academic achievement and found that when students have goals assigned by the teacher or have personal goals, students are motivated to meet these goals and excel in their academics. The purpose of this study is to see how motivated veterans are with continuing their education. The first goal of this study was to measure the academic motivation of the veterans, comparing those who have served longer to those who served shorter periods. The second goal was to compare the motivation of the participants from a junior college to a four year university. The third goal was to compare the academic motivation of veteran students at a 4 year university to non-veteran students. About 50 veteran participants and 30 non-veterans will be recruited from the two colleges and will be given an online questionnaire consisting of three measures: Achievement Task Value Scale, researcher designed measure of Academic Achievement Motivation, and Intrinsic Motivation Inventory – Revised. For the first goal, predictions are that participants who have served longer will be more motivated in continuing their education. For the second goal, predictions are that veteran students already enrolled in a 4 year university will be more motivated than students enrolled in a community college, and veterans will be more motivated than non-veterans. Veterans have gained a different experience from combat training and going into war. Coming back from service, veterans who decide to achieve a college degree are determined to achieve it. Once veterans are already enrolled in a 4 year college, they are more motivated to succeed.