The Impact of Psychological Birth Order on Scholastic Achievement and Motivation

The Impact of Psychological Birth Order on Scholastic Achievement and Motivation by Alissa J. Combs-Draughn MA, Virginia Tech, 2008 BA, Ellis College, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Psychology Walden University June 2016 Abstract Historically, research in the field of birth order yielded inconsistent and at times controversial results. Researchers have long been interested in the impact of birth order on both social and cognitive development, in part due to the research of Adler. The purpose of this quantitative study was to determine if psychological birth order directly impacts student achievement and motivation. The resource dilution theory and confluence model were used to investigate the relationship between sibling perception of family roles within familial settings and academic performance and motivation within the college setting. The quantitative study used an online survey to assess psychological birth order, assess motivation, and obtain demographic information including academic achievement measures. This study yields potentially helpful insight into the arena of differentiation of instruction by introducing a new variable for educators to take into consideration. Criterion sampling was employed with a sample (n = 183) of students in community, public, and private colleges. This study found that psychological birth order (first born, middle born, youngest, only child) predicted student motivation in the area of fun seeking (part of the motivation scales). Also, psychological birth order (first born, middle born, youngest child) predicted student motivation in the area of reward responsiveness (another subscale of motivation scales). To initiate positive social change for individual students and address their specific needs, teachers and administrators can use these results to understand student motivation and design strategies to motivate students to reach their full potential.Historically, research in the field of birth order yielded inconsistent and at times controversial results. Researchers have long been interested in the impact of birth order on both social and cognitive development, in part due to the research of Adler. The purpose of this quantitative study was to determine if psychological birth order directly impacts student achievement and motivation. The resource dilution theory and confluence model were used to investigate the relationship between sibling perception of family roles within familial settings and academic performance and motivation within the college setting. The quantitative study used an online survey to assess psychological birth order, assess motivation, and obtain demographic information including academic achievement measures. This study yields potentially helpful insight into the arena of differentiation of instruction by introducing a new variable for educators to take into consideration. Criterion sampling was employed with a sample (n = 183) of students in community, public, and private colleges. This study found that psychological birth order (first born, middle born, youngest, only child) predicted student motivation in the area of fun seeking (part of the motivation scales). Also, psychological birth order (first born, middle born, youngest child) predicted student motivation in the area of reward responsiveness (another subscale of motivation scales). To initiate positive social change for individual students and address their specific needs, teachers and administrators can use these results to understand student motivation and design strategies to motivate students to reach their full potential. The Impact of Psychological Birth Order on Scholastic Achievement and Motivation by Alissa J. Combs-Draughn MA, Virginia Tech, 2008 BA, Ellis College, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Psychology Walden University June 2016 Dedication I would like to honor several people who have been supportive and encouraging throughout this process, which has been quite a labor. To my husband, Shaun, thank you for the time you have given me to work on this life goal and for the never ending support and belief in me. You are most definitely God’s blessing to me and without you, I am not sure I would have been able to complete this! To my four children: Alessandra Jade, Raeli Jo and David Malachi and Jobie Grace – you four are the reason I kept going when I felt like I should just give up. I hope through this journey you have learned about perseverance and about the value of education. It is a gift that many take for granted and I want each of you to appreciate it! I also hope that I have instilled within you the same love of learning that I possess. I love you all! To my parents – thank you so much for the support you have given me since birth. You have never doubted me and your belief in me has helped me become the woman I am today. I hope this brings you pride; it is not only my achievement, but yours as well. To my work colleagues, Samuel Brown, Misti Holloway, Erica Diaz, and Kim Taylor, and countless others, who listened, helped edit, and pushed me to be better. Finally, to two men who inspired this journey, however inadvertently. Stephen Henderson, who taught me how to truly write and did not ridicule me when I informed him I desperately wanted to become a writer. I promised I would dedicate my first work to you, so here it is. And to Kevin Johnson, a true friend who was not afraid to push me when I felt like giving up and whose wisdom and advice have helped me achieve one of my most important life goals. I will never forget you – and I guess I now owe you one! Acknowledgments I would like to acknowledge my committee members, who have been inspiring, encouraging and an excellent counsel in this journey. Dr. Medha Talpade, thank you so much for your support, your honest feedback and your excellent communication. You set the bar very high for other chairs. Dr. Megan Baril, thank you for agreeing to be a part of my committee at a time when I was in desperate need! You have been so encouraging and your emails always made me feel as though the end truly was in sight! Thank you both for your dedication to your jobs and to your students. I would also like to acknowledge Dr. Amy Sickel, one of the best professors I have ever had the privilege of studying under. While I only had the privilege of being in your class one quarter, the impact you made continues to this day. Dr. Sickel, thank you for guiding me in my research, for responding to my emails even though I am sure you had countless others that were far more important. You also set the bar high for other professors. You have been an excellent example of what a great teacher is – and I hope to be able to emulate that as well.