The Measurement of Student Motivation: Does one Scale do it All?

This article focuses on the use of the Academic Motivation Scale in measuring motivation levels in undergraduate business students. The article poses the question whether this scale, which works in tandem with Self Determination Theory is an adequate motivation scale in the measure of student motivation. Other measurement scales are explored which do not have a corresponding motivation theory in order to highlight the complexity of this area of research. 232 undergraduate business students are administered the Academic Motivation Scale and results indicate that these students are severely lacking in subject motivation to such an extent that other options of measurement must be considered before research can validate the scale as being an appropriate measurement of business student motivation

Learning Processes and Study Strategies Influential to College Adjustment

This study investigated relationships between entry-level learning processes and study strategies and student adaptation to college. A regression model consisting of the Learning and Study Skills Inventory (LASSI; Weinstein & Palmer, 2002) subscales and GPA significantly predicted student adaptation to college as measured by the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999). The attitude and anxiety subscales emerged as significant predictors in this model. Correlational results indicated that attitude and anxiety were significantly correlated with four specific aspects of college adaptation (i.e., academic, personal-emotional, or social adjustment; and institutional attachment). Attitude was most strongly correlated with academic adjustment. Anxiety was most strongly correlated with personal-emotional adjustment. Consideration of these findings provides practical insights into the college adjustment process. Implications are discussed and suggestions for orientation and retention programs are offered

Self-Regulated Learning Characteristics of First Generation College Students

The purpose of this study was to explore the characteristics of first generation (FG) college students in terms of the SRL components upon which many college student success courses (SSC) are designed. Using an ex post facto research design, the author analyzed the archival records of 914 full-time degree-seeking undergraduate students who had self-enrolled in a required SSC at a large, demographically diverse university over six consecutive semesters (Fall 2012 - Spring 2015). Defined as a student for whom neither parent had any type or quantity of education beyond high school, FG college students (n = 288) comprised 31.5% of the total data sample. The web-based Learning and Study Strategies Inventory (LASSI) 2nd edition was used to measure students’ SRL characteristics by generational status at course entry. Analyses were conducted in two phases. First, descriptive statistical analyses of the archived LASSI data revealed that FG college students did not score universally higher or lower than non-FG college students. Moreover, both FG and non-FG undergraduate students scored lower than 50% of the national norming sample on most scales, suggesting several productive areas for intervention. Second, findings from ten independent samples t tests revealed that FG students were significantly more interested in and had better attitudes toward achieving academic success than non-FG students, though both groups scored at a level indicating an area of relative weakness. No other statistically significant differences were found. Results suggest that college students’ FG status and its relationship to SRL are complex. These findings have important implications for students, administrators, policymakers, and practitioners. Strengths and limitations of the study are discussed and a professional development action plan is advanced for the purpose of improving postsecondary outcomes and opportunities for all students.Educational Leadership and Policy Studies, Department o