The purpose of this qualitative single case study was to explore how high school students were motivated to engage and achieve academic success in high school resulting in their graduation. The study took place at a community college in southern New Jersey. College students who were high school graduates participated in the study. The theoretical foundation of this study was the self-determination theory. The research questions focused on how motivating influences inspired students in high school to engage and achieve academic success. Three data sources including a questionnaire, individual interviews, and a focus group were used to collect data. Descriptive analysis and inductive thematic analysis were used for data analysis. Seven themes emerged from the data analysis. The themes were relationships influence, curriculum influence, school environment influence, self-motivation influence, goals and interests influence, achievement influence, and bonding influence. Major findings included schools that provide structure, safety, high academic standards, encouragement, and support to students foster motivation for students to want to achieve in that school. Student-teacher relationships, parents and family, relevancy of curriculum, engaging lessons, and self-motivation are some of the significant motivators that inspire high school students to engage and pursue academic success. Results give insights to educators on how to inspire students and create environments that foster motivation and engagement from students.
|Commitee:||Broomé, Rodger, Palomino, Nydia|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Educational psychology|
|Keywords:||Motivation, Self-determination theory, Student achievement, Student engagement|
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