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The Reciprocal Relationship between Motivation and Level of Participation in a Voluntary College-Preparatory Program

 

Christine M. Knaggs (corresponding author)

Adrian College, 110 S. Madison St., Adrian, MI 49221, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Toni A. Sondergeld

Drexel University, Philadelphia, PA

John M. Fischer

Bowling Green State University, Vice Provost of Academic Affairs, Bowling Green, Ohio

Abstract

To combat college-readiness inequity, urban high school college preparatory reform efforts have taken root. The researchers used a case study approach to determine differences in motivation between high school seniors who chose to actively participate in GEAR-UP, a college-preparatory program, (active group and others who did not (passive group). Ryan and Deci’s Self-Determination Theory was used to frame the program, provide structure to data analysis, and interpret findings. Patterns in motivation and aspirations were found that showed a reciprocal relationship between motivation and level of program participation. Additionally, active participants demonstrated higher high school academic and non-academic college-ready outcomes and college enrollment than passive group students.

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Keywords: college-preparatory programs, self-determination theory, motivation, persistence

Citation: Knaggs, C., Sondergeld, T., Fischer, J. (2017) The Reciprocal Relationship between Motivation and Level of Participation in a Voluntary College-Preparatory Program. Journal of Pedagogy and Educational Management 1, pp. 6-25

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