TY - JOUR
T1 - An Investigation of Probationary At-Risk Freshmen’s Future-Oriented Motivation and Future-Oriented Self-Regulated Learning
AU - Lee, Jieun
AU - Blankenship, Benjamin B.
N1 - Publisher Copyright:
© The Author(s) 2019.
PY - 2021/11
Y1 - 2021/11
N2 - This study investigated at-risk freshmen’s future-oriented motivation (motivation for developing and pursuing academic future goals) and future-oriented self-regulated learning (commitment to utilizing self-regulatory strategies to achieve those goals) using the Persistent Academic Possible Selves Scale (PAPSS). Study goals were to validate the factor structure of the PAPSS and to assess the relationships between the PAPSS factors and important academic measures. Probationary at-risk freshmen due to low grade point averages (i.e., below 2.0) participated in an online survey at the end of the semester (n = 226). The final factor model consists of three persistent goal factors (improving grades, better student, and more attention in class) and four theory-based factors (social identity, self-concept, motivational self-regulation, and performance). The factor structure and the relationships between the factors and other measures supported the PAPSS as an adequately valid measure for assessing at-risk college students’ future-oriented motivation and future-oriented self-regulated learning in educational settings.
AB - This study investigated at-risk freshmen’s future-oriented motivation (motivation for developing and pursuing academic future goals) and future-oriented self-regulated learning (commitment to utilizing self-regulatory strategies to achieve those goals) using the Persistent Academic Possible Selves Scale (PAPSS). Study goals were to validate the factor structure of the PAPSS and to assess the relationships between the PAPSS factors and important academic measures. Probationary at-risk freshmen due to low grade point averages (i.e., below 2.0) participated in an online survey at the end of the semester (n = 226). The final factor model consists of three persistent goal factors (improving grades, better student, and more attention in class) and four theory-based factors (social identity, self-concept, motivational self-regulation, and performance). The factor structure and the relationships between the factors and other measures supported the PAPSS as an adequately valid measure for assessing at-risk college students’ future-oriented motivation and future-oriented self-regulated learning in educational settings.
KW - academic probation
KW - at-risk freshmen
KW - future-oriented motivation
KW - future-oriented self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=85071486424&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85071486424&partnerID=8YFLogxK
U2 - 10.1177/1521025119868850
DO - 10.1177/1521025119868850
M3 - Article
AN - SCOPUS:85071486424
SN - 1521-0251
VL - 23
SP - 699
EP - 721
JO - Journal of College Student Retention: Research, Theory and Practice
JF - Journal of College Student Retention: Research, Theory and Practice
IS - 3
ER -