Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

Persistent Link:
http://hdl.handle.net/10150/306941
Title:
Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale
Author:
Luna, Alberto Daniel
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various academic majors; however, it has not been used with students who have a learning disability (LD). The purpose of this study, therefore, was to validate the AMS with students with LD and determine which of the 3-, 5-, or 7-factor model best fit the sample. In addition, this study sought to verify the predictors and related factors of motivation in these students. The variables that were examined were IQ, GPA, gender, type of disability, and academic skills as they relate to motivation. Lastly, the simplex structure, which endorsed motivation to be a continuum, was also statistically verified. Findings of this study concluded that the 7-factor model as proposed by Vallerand (i.e., Vallerand, Pelletier, Blais, Brière, Senécal, & Vallières, 1992) was best suited for this sample. IQ significantly negatively predicted and was significantly inversely related to extrinsic motivation (EM), especially perceptual reasoning skills. Basic academic skills were significantly inversely related to EM, as well as a significant positive predictor of amotivation. Math skills were inversely correlated with several EM factors. There was no significant effect for gender, but students with a disability in math were significantly higher on measures of intrinsic motivation than other disability types. Finally, the simplex structure was only partially supported, since the opposite ends of the motivation continuum did not display the highest negative correlation as expected (Vallerand et al., 1992). These findings were discussed in relation to the current literature on motivation in students followed by a discussion of the limitations of the study and future directions for research in this area.
Type:
text; Electronic Dissertation
Keywords:
College; Learning Disabilities; Motivation; School Psychology; Academic Motivation Scale
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; School Psychology
Degree Grantor:
University of Arizona
Advisor:
Morris, Richard J.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePredicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scaleen_US
dc.creatorLuna, Alberto Danielen_US
dc.contributor.authorLuna, Alberto Danielen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractGiven the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various academic majors; however, it has not been used with students who have a learning disability (LD). The purpose of this study, therefore, was to validate the AMS with students with LD and determine which of the 3-, 5-, or 7-factor model best fit the sample. In addition, this study sought to verify the predictors and related factors of motivation in these students. The variables that were examined were IQ, GPA, gender, type of disability, and academic skills as they relate to motivation. Lastly, the simplex structure, which endorsed motivation to be a continuum, was also statistically verified. Findings of this study concluded that the 7-factor model as proposed by Vallerand (i.e., Vallerand, Pelletier, Blais, Brière, Senécal, & Vallières, 1992) was best suited for this sample. IQ significantly negatively predicted and was significantly inversely related to extrinsic motivation (EM), especially perceptual reasoning skills. Basic academic skills were significantly inversely related to EM, as well as a significant positive predictor of amotivation. Math skills were inversely correlated with several EM factors. There was no significant effect for gender, but students with a disability in math were significantly higher on measures of intrinsic motivation than other disability types. Finally, the simplex structure was only partially supported, since the opposite ends of the motivation continuum did not display the highest negative correlation as expected (Vallerand et al., 1992). These findings were discussed in relation to the current literature on motivation in students followed by a discussion of the limitations of the study and future directions for research in this area.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectCollegeen_US
dc.subjectLearning Disabilitiesen_US
dc.subjectMotivationen_US
dc.subjectSchool Psychologyen_US
dc.subjectAcademic Motivation Scaleen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMorris, Richard J.en_US
dc.contributor.committeememberMorris, Richard J.en_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberWodrich, Daviden_US
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