Students (N = 466) in a southwestern Ontario college responded to 135 items on the Inventory of School Motivation (ISM). Personal investment theory is the basis of the ISM. The 135 items were grouped as (a) intrinsic motivating factor, (b) extrinsic motivating factor, (c) General Achievement Goal Orientation Scale (GAGOS), and (d) facilitating condition scale. The purpose of the study was to determine the degree of relationship between each motivating factor and the level of motivation, as well as to determine the validity of the four factors among students in the southwestern Ontario college. The quantitative and predictive, correlational study included the use of descriptive, inference, and multivariate statistical techniques to analyze the data. The results of the analysis identified five factors as the best solution and most meaningful to these students. The use of logistic regression helped to predict group membership in the motivated category. The results indicated that (a) students with high intrinsic motivation are more likely to be in the motivated group, (b) students were less likely to be in the motivated group as extrinsic reward increased, (c) females are more likely to be in the motivated group than males, and (d) if self esteem is higher, a student is less likely to be in the motivated group. Students indicated instructors and career opportunities are also contributors to motivation in the classroom. The study included a discussion of implications for leaders for each finding to contribute to the labor market needs of Ontario for knowledgeable and skilled workers.
|Advisor:||Salerno, Carolyn F.|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 72/01, Dissertation Abstracts International|
|Subjects:||Community college education, Educational psychology, Business education|
|Keywords:||Business school, Inventory of School Motivation, Motivation, Ontario|
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