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Full-Text Articles in Psychology
Does Being Rural Matter?: The Roles Of Rurality, Social Support, And Social Self-Efficacy In First-Year College Student Adjustment, Allison L. Bitz Phd
Does Being Rural Matter?: The Roles Of Rurality, Social Support, And Social Self-Efficacy In First-Year College Student Adjustment, Allison L. Bitz Phd
College of Education and Human Sciences: Dissertations, Theses, and Student Research
One out of every three first-year college students will not return for a second year of college (Postsecondary Education Opportunity, 2010). Due to a variety of factors, minority students are at an even higher risk of dropping out of college. Rural youth, comprising approximately 22% of the nation’s total youth, form a significant minority population; yet the rural student experience in college has not yet been widely considered in research. The purpose of this quantitative study was to explore college adjustment and its predictors among first-year students, with an emphasis on the role of rurality in college adjustment. Social self-efficacy, …
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …