This study investigated relationships between nine independent variables and three dependent variables measuring intrinsic motivation (for knowledge, to accomplish, to experience), extrinsic motivation (external, introjected, and identified regulation), and amotivation (neither intrinsic nor extrinsic motivation), in a comparison analysis of second-generation Iranians and American university students. The nine independent variables measured were, participant’s age, participant’s education, father’s education, mother’s education, parental income, gender, number of siblings, stress, and confidence. Based on the principles of self-determination theory a multidimensional approach was taken that included assessments of self-efficacy (stress and confidence) and need for social approval to determine if there were any possible interrelationships with the outcome variables. T-test results revealed a significant difference in each motivational type between the Iranian group and the American group. In a step-wise backward multiple regression technique, the nine independent factors were analyzed to determine possible relationships with the outcome variables. The independent variables had a notable influence on the outcome variables and the variable confidence was consistently observed for both intrinsic and extrinsic motivation. Parental income, gender, stress, and participant’s post-graduate/PhD degree level had a direct influence on amotivation. Results indicate that self-determination, autonomy, and regulation of behavior are internalized differently in diverse individuals and social background plays a significant role. Limitations and recommendations for future research are also discussed.
|Advisor:||Fremont, Paula, Boulden, Kimberly|
|Commitee:||Davis, Joseph, Mihalache, Gabriela|
|Department:||Social and Behavioral Sciences|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 78/01(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Higher education|
|Keywords:||College success, Cultural values, Educational values, Motivation, Second-generation iranians, Self-determination|
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