The Role of Motivation and Self-Regulation in Understanding Community College Transfer Students' Success at a Four-Year Online University

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-6 - Online Teaching and Learning SIG Poster Session 1

Abstract

We examine motivation and self-regulation in a sample of community college transfer students at a four-year, online university. Motivation and self-regulation may be especially important to consider for students undertaking the stressful transition to a four-year institution while simultaneously adjusting to learning online. These learner characteristics were found to be associated with GPA at the online institution. Further, these two learner characteristics were compared for students demonstrating different at-risk socio-demographic profiles, identified based on parental status and employment. Those students with more out-of-school commitments (i.e., work and family), considered to be more at risk for attrition, were found to have significantly higher levels of motivation and self-regulation. Findings will be discussed in light of online education policy and practice.

Authors

• Alexandra List, The Pennsylvania State University

• Denise D. Nadasen, University of Maryland - University College