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Dissertation/Thesis Abstract

Academic motivation and self-determination among three ethnic groups of Nigerian students
by Olagbami, Abiola Olabisi, Ph.D., Dallas Baptist University, 2013, 225; 3604152
Abstract (Summary)

The need related behavioral dynamics that are revealed in self-determination and academic motivation research control factors which pinpoint and examine settings that facilitate self-motivation and well-being. This study examined differences in motivational and self-determination behaviors among three ethnic groups of Nigerian university students using a sample of students attending the University of Ibadan. The research continues the dialogue of the role of ethnicity in the motivational and self-determination behaviors by focusing on Nigerian students. Lastly, the study expands the current literature on motivation and self-determination by adding a study focusing on Nigerian students. Twenty-one hypotheses were tested to answer five research questions in the study. The research questions addressed whether significant statistical differences existed in academic motivation scores of Nigerian students based on their ethnicities or whether the parents' level of education affected the students' motivation, or self-determination. The questions also explored any statistical differences in self-determination of students based on their ethnicities or if there were differences between self-determination and gender, scholarship status, or number of children. Lastly, the questions addressed if there were differences in the type of prerequisites for entry to University of Ibadan. There were no statistically significant differences in means of the three broad types of academic motivation and perceived choice scores on the SDS based on ethnicity, parents' level of education, gender, scholarship status, number of children each participant had, and the kind of entry examinations that were taken. There were statistically significant differences in the mean of awareness of self scores based on parents' level of education and scholarship status. There was also a statistically significant difference in the mean perceived choice scores on the SDS based on the number of children each participant had. There were no statistically significant differences based on students' prerequisites.

Indexing (document details)
Advisor: Dutschke, Jeremy
Commitee: Chen, Christina, Dutschke, Jeremy, McLaughlin, Nancy
School: Dallas Baptist University
Department: Gary Cook Graduate School of Leadership
School Location: United States -- Texas
Source: DAI-A 75/03(E), Dissertation Abstracts International
Subjects: Behavioral psychology, Educational evaluation, Higher education
Keywords: Academic motivation, Motivation, Nigeria, Perceived choice, Self-awareness, Self-determination
Publication Number: 3604152
ISBN: 978-1-303-59533-2
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