Tools

LEADER 04352cam 2200601Ii 4500

001 on1296624464;

003 OCoLC;

005 20230124155817.0;

006 m o d ;

007 cr unu||||||||;

008 220214s2021 ncua obm 000 0 eng d;

035 a| (Sirsi) o1296624464;

035 a| (OCoLC)1296624464;

049 a| EREE;

090 a| LC2781;

100 1 a| Price, Kweneshia,e| author.?| UNAUTHORIZED;

245 10 a| Increasing intrinsic motivation for black rural, first-generation college students through a summer bridge program at a historically black university /c| by Kweneshia Price.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2021.;

300 a| 1 online resource (115 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text file;

347 b| PDF;

347 c| 649.9 KB;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed. D.c| East Carolina Universityd| 2021;

500 a| Presented to the faculty of the Department of Educational Leadership;

500 a| Advisor: Crystal Chambers;

500 a| Title from PDF t.p. (viewed November 8, 2022).;

520 3 a| Rural students have been attending institutions of higher education in growing numbers over the last 10 years. Yet, little research has been conducted to examine the initial motivational factors amongst rural, first-generation Black students enrolled at a four-year institution. Even less research explores motivational differences among Black rural, first-generation students enrolled at a historically Black university. Self-determination theory is vastly used in research to describe motivation among individuals and the factors that increase and decrease motivation in students. Three orientations, including intrinsic motivation, extrinsic motivation, and a-motivation, are used to describe a specific student's motivation framework. This theory posits that if students integrate successfully, the impacts of the students' commitment to the institution, goals, and intrinsic motivation heighten. This, in turn, allows students to continue their educational journey. The purpose of this study was to examine how summer bridge programs assist Black rural, first-generation college students in developing intrinsic motivation and in facing the unique challenges encountered in their collegiate experience. Five summer bridge students at a historically Black university participated in this study, which was impacted by the onset of the COVID-19 pandemic. Data analysis indicated that summer immersed students exhibited higher levels of internal motivation than external motivation. Students who were not immersed in the Summer Bridge Program demonstrated higher levels of external motivation than internal motivation. Interviews invited participants to share personal narratives about their lived experiences and led to the discovery of four motivational themes, which included (a) family influence; (b) support; (c) sports; and (d) transition.;

504 a| Includes bibliographical references.;

650 0 a| African American college studentsx| Attitudes.=| ^A49697;

650 0 a| Rural African Americansx| Education.=| ^A1032350;

650 0 a| Motivation in education.=| ^A7949;

650 0 a| First-generation college students.=| ^A1065223;

653 a| Summer-Bridge;

653 a| HBCU;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

655 7 a| Thèses et écrits académiques.2| rvmgf0| (CaQQLa)RVMGF-000001173;

655 2 a| Academic Dissertation.0| (DNLM)D019478?| UNAUTHORIZED;

700 1 a| Chambers, Crystal Renée,e| degree supervisor.=| ^A1050343;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 u| http://hdl.handle.net/10342/9726z| Access via ScholarShip;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5792254;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5792254-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 2/14/2022x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5792254-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 2/14/2022x| ETDz| HERESOURCE;

Increasing intrinsic motivation for black rural, first-generation college students through a summer bridge program at a historically black university / by Kweneshia Price.

Author/creator	Price, Kweneshia author.
Other author	Chambers, Crystal Renée, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2021.
Description	1 online resource (115 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	African American college students--Attitudes. Rural African Americans--Education. Motivation in education. First-generation college students.

Summary	Rural students have been attending institutions of higher education in growing numbers over the last 10 years. Yet, little research has been conducted to examine the initial motivational factors amongst rural, first-generation Black students enrolled at a four-year institution. Even less research explores motivational differences among Black rural, first-generation students enrolled at a historically Black university. Self-determination theory is vastly used in research to describe motivation among individuals and the factors that increase and decrease motivation in students. Three orientations, including intrinsic motivation, extrinsic motivation, and a-motivation, are used to describe a specific student's motivation framework. This theory posits that if students integrate successfully, the impacts of the students' commitment to the institution, goals, and intrinsic motivation heighten. This, in turn, allows students to continue their educational journey. The purpose of this study was to examine how summer bridge programs assist Black rural, first-generation college students in developing intrinsic motivation and in facing the unique challenges encountered in their collegiate experience. Five summer bridge students at a historically Black university participated in this study, which was impacted by the onset of the COVID-19 pandemic. Data analysis indicated that summer immersed students exhibited higher levels of internal motivation than external motivation. Students who were not immersed in the Summer Bridge Program demonstrated higher levels of external motivation than internal motivation. Interviews invited participants to share personal narratives about their lived experiences and led to the discovery of four motivational themes, which included (a) family influence; (b) support; (c) sports; and (d) transition.
General note	Presented to the faculty of the Department of Educational Leadership
General note	Advisor: Crystal Chambers
General note	Title from PDF t.p. (viewed November 8, 2022).
Dissertation note	Ed. D. East Carolina University 2021
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.
Genre/form	Academic theses.
Genre/form	Academic theses.
Genre/form	Thèses et écrits académiques.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Increasing intrinsic motivation for black rural, first-generation college students through a summer bridge program at a historically black university / by Kweneshia Price.

Click here for more information about this title

Availability