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University of Tennessee at Chattanooga

Motivation in education

Publication Year

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Study Of Collective Self-Esteem And Academic Motivation Examining Perceptions Of Academic Statistics Of Black Traditional Undergraduate Students Attending A Pwi, Ariyah Robinson Dec 2022

Study Of Collective Self-Esteem And Academic Motivation Examining Perceptions Of Academic Statistics Of Black Traditional Undergraduate Students Attending A Pwi, Ariyah Robinson

Honors Theses

College enrollment for black traditional college-age students has been on the rise. Matriculation experienced a seven percent increase from 2000 to 2018 (NCES, 2020). However, Cokley et al. (2013) found that black students exhibit the highest minority stress among college students. Researchers also found that students may feel pressured to break stereotypes and perform well academically (Smith & Hope, 2020; Brooms, 2019; Mary et al., 2018). As more black students enroll in colleges nationwide, there is more than reasonable cause to continue examining how the matriculation of black students into predominantly white institutions impacts black students and their perceptions of …


Relations Between Self-Regulation, Divergent Thinking, And Perceived Stress In Emerging Adults, Haven Wright Dec 2019

Relations Between Self-Regulation, Divergent Thinking, And Perceived Stress In Emerging Adults, Haven Wright

Honors Theses

This study investigated the relationships between self-regulation and stress, self-regulation and creativity, and perceived stress as a mediator for the relationship between self-regulation and creativity. Questionnaires were administered to undergraduate students to individually access each construct. Creativity was measured through divergent thinking and self-regulation was measured through the SRS and effortful control. Regression analyses were run to determine the relationships between the constructs. A negative association was found between effortful control and stress. Individual positive relationships were found between effortful control and all of the creative thinking styles except convergent-unpleasant. Lastly, the indirect effect of effortful control on the convergent-unpleasant …