Date Approved

5-7-2009

Embargo Period

3-20-2016

Document Type

Thesis

Degree Name

M.A. in Higher Education Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Sisco, Burton R.

Subject(s)

Academic achievement--New Jersey; Motivation in education--New Jersey

Disciplines

Higher Education Administration

Abstract

The objective of this study was to examine the relationship between career-related motivation, defined by the constructs of career insight, identity, and resilience, and academic success of undergraduate students at Rowan University, Glassboro, NJ. Influences on the development of these career and academic motivations were also studied. Furthermore, the study assessed the relationship between career-related motivation and academic success for students when grouped by academic years and major colleges.

A survey with eight demographic questions, including self-reported GPA, and 21 Likert-style items on a five-point scale was used to gather data on students' career and academic goals. For undergraduate students at Rowan University, the relationship between career-related motivation and academic success was generally weak. The strongest influences on the development of career and academic goals, as reported by the subjects, were conversations with working professionals, professional work experience, and performance and grades in related courses.

For students clustered by academic year, only freshmen and seniors exhibited significant relationships between career motivation and GPA. Grouped by major college, only business, communication, engineering, and undeclared students displayed significant relationships between career motivation and GPA.

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