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Self-Efficacy, Motivation, And Academic Success: Learners With Adhd In Online Universities, Kareta Lewin
Self-Efficacy, Motivation, And Academic Success: Learners With Adhd In Online Universities, Kareta Lewin
Walden Dissertations and Doctoral Studies
Research on traditional or brick and mortar universities suggests that there is an association between self-efficacy, intrinsic motivation (IM), extrinsic motivation (EM), and academic success in higher education. What is not yet clear is whether self-efficacy and motivation (IM and EM) are associated with academic success in online universities. The purpose of this study was to examine whether there is an association between self-efficacy, motivation (IM and EM), and academic success for learners with attention deficit hyperactivity disorder (ADHD) who attend online universities. The possible role of self-efficacy in mediating the relationship between IM and EM and academic success was …
Teacher Perceptions Of Junior High Student Reading Motivation When Using Authentic Audiences, Cynthia Wise Jones
Teacher Perceptions Of Junior High Student Reading Motivation When Using Authentic Audiences, Cynthia Wise Jones
Walden Dissertations and Doctoral Studies
Reading achievement at the junior high level continues to be a concern in the United States and research has indicated that decreased reading motivation is one possible reason. Researchers have established that the use of authentic audiences leads to increased motivation and achievement at the elementary, high school, and college levels but have yet to demonstrate the same findings at the junior high level. The purpose of this basic qualitative study was to explore teacher perceptions of how the use of authentic audiences influences the reading motivation, autonomy, and feelings of relatedness of junior high students. The conceptual framework for …
Self-Efficacy Of College Students With A Learning Disability During Freshman Year, Nicole Renee Adams
Self-Efficacy Of College Students With A Learning Disability During Freshman Year, Nicole Renee Adams
Walden Dissertations and Doctoral Studies
AbstractThe current study sought to understand the phenomena of educational programming and academic self-efficacy. The conceptual framework for this study was based on social cognitive theories of academic self-efficacy and motivation. This qualitative study used interpretive phenomenological analysis to gain a broader understanding of experiences of academic self-efficacy and motivation in college students diagnosed with a specific learning disability. Ten participants were recruited with snowball sampling and semi-structured interviews were conducted to guide this research study. Results of this research support additional analysis as necessary to close the gaps presented in the college transition and campus life of students with …