Work Commitment, Intrinsic Motivation, and Academic Achievement in Online Adult Learners.

Work Commitment, Intrinsic Motivation, and Academic Achievement in Online Adult Learners by Shannon Dianne Pickett MS, Walden University, 2010 BS, Salem State University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Educational Psychology, Education Track Walden University November 2018 Abstract Over the past 2 decades, the number of adult learners seeking an online education has dramatically increased, but student retention and degree completion rates for adult students are lower than those of other student populations. Research has shown that adult learners working full time achieve at higher levels than adult learners who are not working full time and that intrinsic motivation is positively correlated with academic achievement. However, whether the relationship between intrinsic motivation and academic achievement is moderated by level of work commitment has not been previously investigated. For this study, in which the composite persistence model served as the foundation, 137 online adult learners were recruited. A sequential multiple regression was used to investigate whether the relationship between intrinsic motivation, as measured by the Motivation Strategies for Learning Questionnaire (MSLQ), and academic achievement, as measured by self-reported grade point average, was moderated by level of work commitment, as measured by self-reported hours of work per week, while statistically controlling for academic competencies, as measured by 4 subscales of the MSLQ. Intrinsic motivation and level of work commitment did not display a statistically significant correlation with academic achievement, and results showed that level of work commitment did not moderate the relationship between intrinsic motivation and academic achievement. The findings indicated the possibility that education is synergistically related to work commitment. Online programs may use the findings fromOver the past 2 decades, the number of adult learners seeking an online education has dramatically increased, but student retention and degree completion rates for adult students are lower than those of other student populations. Research has shown that adult learners working full time achieve at higher levels than adult learners who are not working full time and that intrinsic motivation is positively correlated with academic achievement. However, whether the relationship between intrinsic motivation and academic achievement is moderated by level of work commitment has not been previously investigated. For this study, in which the composite persistence model served as the foundation, 137 online adult learners were recruited. A sequential multiple regression was used to investigate whether the relationship between intrinsic motivation, as measured by the Motivation Strategies for Learning Questionnaire (MSLQ), and academic achievement, as measured by self-reported grade point average, was moderated by level of work commitment, as measured by self-reported hours of work per week, while statistically controlling for academic competencies, as measured by 4 subscales of the MSLQ. Intrinsic motivation and level of work commitment did not display a statistically significant correlation with academic achievement, and results showed that level of work commitment did not moderate the relationship between intrinsic motivation and academic achievement. The findings indicated the possibility that education is synergistically related to work commitment. Online programs may use the findings from the study to better support online adult learners and create positive social change by offering internships and mentorships locally that help to connect education to work commitment. Work Commitment, Intrinsic Motivation, and Academic Achievement in Online Adult Learners by Shannon Dianne Pickett MS, Walden University, 2010 BS, Salem State University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Educational Psychology, Education Track Walden University November 2018 Dedication To my loving husband, Dan, thank you for your love and support throughout this journey. I would not have made it to the finish line without you by my side. You provided me with the encouragement I needed, made me laugh when I was feeling frustrated, and most importantly, believed in me. To my children, Ella and Aedan, you both are my anchor. I started this journey without the two of you here yet, and I am so thankful to have finished it with both of you by my side. Let this be an example that perseverance does pay off and builds character, and that character builds strength so that you can do anything you put your mind to. You both are my truest joy, and I love you to the moon and back. To my parents, thank you for molding me into the person I am today. I am who I am because of the both of you. You both have always been there to support and encourage me from the very beginning. The seeds that you planted early on in my life are what directed me into this field and gave me the courage to pursue my dreams. Words cannot truly express the love and appreciation I have for the both of you. To my brother Ryan, you are my inspiration for entering into this field and wanting to help others. Being your sister is one of the greatest gifts. Acknowledgments I would like to sincerely thank Dr. Maxwell Rainforth for his mentorship and support throughout this journey. Without his leadership, this study would not have been possible. He has helped me to develop into the scholar-practitioner that I am today. I would also like to thank my committee member, Dr. Virginia Salzer. Thank you for supporting me throughout this journey and for your feedback throughout the process.