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Self-Determination Theory
Dissertation   Open access

Self-Determination Theory

Eric Anthony Kollar
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2016

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Abstract

First-generation college students encounter unique challenges and obstacles and often have lower matriculation rates than continuing-generation college students. Factors influencing academic persistence among first-generation students include financial, emotional, academic, and social difficulties. A theoretical framework comprised of self-determination theory, causality orientation theory, and the theory of persistence guided the examination of academic persistence. A 99-item online survey instrument was administered to undergraduate and graduate students enrolled at a comprehensive regional university located in the southeastern region of the United States during the fall 2015 semester. Results indicate an interrelationship exists between autonomy and academic integration for first generation college students. Academic integration for first-generation college students negatively correlated with mother's highest level of education. Interrelationships exists between relatedness and social integration, as well as hours spent working and social integration for first-generation college students. Academic and social integration are primary elements of academic persistence. Attending to the basic psychological needs of autonomy and relatedness will foster academic and social integration among firstgeneration college students.
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