Authors: Broden Lund, John Jones
Mentors: John Jones
Insitution: Utah Tech University
Pursuing higher education credentials involves a significant investment of money, time, and energy. For many, this investment fails to pay off when students abandon their studies prior to graduation. Identifying factors that influence persistence to graduation has thus been the subject of a good deal of past research. The aim of this ongoing study is to explore the interaction between motivation type, responses to failure, and self-efficacy, on persistence among students at different stages of their academic careers. Participants will be 100 college students currently enrolled at a mid-sized university in the United States. Participants will complete measures of academic motivation, coping strategies in response to failure, and self-efficacy. We predict that the further a student progresses the more intrinsically motivated they will tend to be, and that this shift in motivation will be accompanied by increasing reliance on problem-focused coping and increased self-efficacy. Our results have the potential to provide a more nuanced understanding of the role intrinsic motivation plays in student success. Implications for students, parents, teachers, and administrators will also be considered.