Individual differences in the effects of academic motivation on higher education students’ intention to drop out

Rump, Markus; Esdar, Wiebke; Wild, Elke

doi:10.1080/21568235.2017.1357481

Cited by 67 publications

(61 citation statements)

References 21 publications

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“…We found that the effect of intrinsic value was stronger for younger students. This is in line with a similar study of Rump et al (2017), who reported especially young students' decision to drop out to be strongly influenced by intrinsic motivation. To disentangle interindividual variation in the relationship between cost and dropout intention, future studies should consider further moderators (e.g., support of family and friends, health).…”

Section: Discussionsupporting

confidence: 92%

“…Rosenzweig and Wigfield 2016;Rosenzweig et al 2020)-did not relate to changes in dropout intention. This result is in line with the results of Rump et al (2017), who found the weakest effect for extrinsic motivation to dropout intention (compared to a strong effect of intrinsic motivation). It is noteworthy to stress that we found only a slight mean level change in utility value on a descriptive level from T1 to T2.…”

Section: Discussionsupporting

confidence: 92%

“…In sum, a number of variables (namely age, gender, GPA, major, and semesters studied) seem worthy to be considered as moderators in the associations of expectancy and value to dropout intention. This would meet the criticism that researchers often neglect individual differences in the relationship between academic motivation and outcomes, such as dropout intention (Rump et al 2017).…”

Section: The Influence Of Students' Characteristics On the Associatiomentioning

confidence: 98%

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Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

et al. 2020

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The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 92%

Section: The Influence Of Students' Characteristics On the Associatiomentioning

confidence: 98%

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Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

et al. 2020

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“…Similarly, Schiefele et al (2007) demonstrated that differences in maladaptive motivational patterns between students who ended their study programs prematurely and their peers who completed their programs already existed at the point of university entry. Furthermore, higher levels of self-efficacy have been shown to augment university students' intentions to persist (Baier et al 2016;Hsieh et al 2007; for a meta-analytic review, see Robbins et al 2004), and intrinsic motivation has been identified as a factor that can counteract dropout intentions (e.g., Rump et al 2017). In conclusion, the current state of research suggests that motivational factors have an impact on university students' withdrawal intentions.…”

Section: University Dropout and Personal Best Goalsmentioning

confidence: 87%

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

et al. 2019

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This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students' dropout intentions. We focus on contextrelated problems in students' degree program as contextual factors and students' personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master's degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between contextrelated problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.

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“…Based on the general concept of motivation (Reeve, 2009), it is possible to define academic motivation as factors or processes that influence the beginning, direction, intensity, and persistence of behaviours related to knowledge acquisition and achievement in learning environments. Academic motivation not only affects students' performance (De Feyter, Caers, Vigna, & Berings, 2012;Everaert, Opdecam, & Maussen, 2017;Green et al, 2012;Kusurkar, Ten Cate, Vos, Westers, & Croiset, 2013), but is also interrelated to a wide range of issues such as their adaptation to college (Beyers & Goossens, 2002;Conti, 2000), dropout status (Alivernini & Lucidi, 2011;Rump, Esdar, & Wild, 2017), persistence (Ratelle, Guay, Vallerand, Larose, & Senécal, 2007;Renaud-Dubé, Guay, Talbot, Taylor, & Koestner, 2015), procrastination (Cavusoglu & Karatas, 2015;Klassen & Kuzucu, 2009;Lee, 2005), coping with academic stress (Bonneville-Roussy, Evans, Verner-Filion, Vallerand, & Bouffard, 2017;Struthers, Perry, & Menec, 2000;Thompson & Gaudreau, 2008), the capacity to use effective learning strategies (Donche, De Maeyer, Coertjens, Van Daal, & Van Petegem, 2013;Liu et al, 2014), or psychological problems that students often encounter such as stress (Baker, 2004;Liu, 2015;Struthers et al, 2000), depression (Elmelid et al, 2015;Miller & Markman, 2007), and anxiety (Bullard, 2016;Khalaila, 2015;Lavasani, Weisani, & Ejei, 2011). Therefore, research studies on the status, causes, and interventions for these issues could not ignore academic motivation.…”

Section: Introductionmentioning

confidence: 99%

Assessing the construct validity and reliability of the Academic Motivation Scale in the Vietnamese context

Nguyễn¹,

Nguyen²

2019

Current Issues in Personality Psychology

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Academic motivation is one of the most studied constructs in psychology. However, in Vietnam, the lack of valid and reliable instruments evaluating academic motivation has led to limitations in research on this topic. The Academic Motivation Scale (AMS) is widely applied to different contexts across the world. The purpose of the study is to assess the construct validity and reliability of the AMS with a sample of Vietnamese university students. participants and procedure The research study was conducted with a convenience sample of 341 university students. Male students accounted for 11.70% of participants. The average age was 20.28 with a standard deviation of 1.12. To participate in the study, students conducted an online questionnaire consisting of the AMS. We conducted confirmatory factor analysis (CFA) and correlation analysis and calculated Cronbach's α to examine the validity and reliability of the scale. results CFA indicated that the seven-factor model fitted the data best, with all the unstandardized factor loadings being statistically significant. Regarding reliability, AMS subscales had satisfactory Cronbach αs. Correlation analysis supported almost entirely the hypothesis about simplex structure of the AMS. conclusions Considering the results, we suggest that the AMS has met the requirements for validity and reliability, and could be used in research with Vietnamese university students on academic motivation itself and its relationships with other psychological constructs.

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Individual differences in the effects of academic motivation on higher education students’ intention to drop out

Cited by 67 publications

References 21 publications

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

Assessing the construct validity and reliability of the Academic Motivation Scale in the Vietnamese context

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