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grit
Duckworth,Peterson,Matthews,and Kelly(2007)introduced the construct of grit, dened as trait-level perseverance and passion for long-term goals, and showed that grit predicted achievement in challenging domains over and beyond measures of talent.Duckworth 166 TERM 2
grit
DEFINITION 2 grit entails the capacity to sustain both effort and interest in projects that take months or even longer to complete. Grit is also related to but distinct from need for achievement (nAchievement:McClelland,1961).Duckworth 166 TERM 3
grit - method
DEFINITION 3 the resulting eight-item GritS displayed acceptable internal consistency, with alphas ranging from .73to.83 across the four samplesDuckworth 167 TERM 4
grit - method
DEFINITION 4 Consistency of Interest subscale showed adequate internal consistency as well, with alphas ranging from .73to.79.Alphas were somewhat lower for Perseverance of Effort, with values ranging from .60 to .78.Duckworth 167 TERM 5
grit - method
DEFINITION 5 The Perseverance of Effort factor, the Consistency of Interest factor,and the whole GritS showed adequate internal consistency, s=.70,.77,and.82,respectivelyDuckworth 168
grit
Controlling for Conscientiousness as well as other BFI dimensions, grittier individuals had attained more education than individuals of the same age.Duckworth 169 TERM 7
grit
DEFINITION 7 That is, participants who scored 1 SD higher in grit than same-aged peers were 23% more likely to have attained more education.Duckworth 196 TERM 8
grit
DEFINITION 8 The nding that older adults reported higher levels of grit suggests that grit may increase with life experience.Duckworth 169 TERM 9
grit - method
DEFINITION 9 We found evidence that GritS is relatively stable over time. The correlation between scores on the GritS from the spring of 2006 and GritS scores 1 year later was r = .68, p<.001. The GritS showed good internal consistency at both the 2006 and 2007 assessments, s=.82 and .84, respectively.Duckworth 170 TERM 10
grit
DEFINITION 10 GritS, measured in the spring of 2006, predicted GPA 1 year later and (inversely) hours watching television per day. See Table 7.Duckworth 170
gen - back
Engle and Tinto (2008) reported thatfirst-generation students were nearly fourtimes more likely to leave higher educationinstitutions without a degree when comparedto their counterparts. Research has indicatedthat first-generation students are more likelyto be older, married, have children, employed,attend college less than full time, and be lessinvolved in college activitiesPetty 258 TERM 17
acculturative
DEFINITION 17 ability to function and thrive in two oppositeworlds (Mitchell, 1997). Hsaio (1992) identifiedthese two worlds as; (a) the culture ofhome and (b) the culture of higher education.Petty 258 TERM 18
gen - back/family
DEFINITION 18 Parents and/orclose relatives are not equipped to provide informationrequired for collegePetty 258 TERM 19
gen - back/ family
DEFINITION 19 low-income (Engle &Tinto, 2008), due to the fact that their parentsare not college graduates and their earningpotential is minimal.Petty 258 TERM 20
Gen - back/barriers
DEFINITION 20 Students from low-income families mayhave to divide their time between attendingcollege and workingPetty 258
Gen - back/ barriers
first-generation students work because of their obligations to support other responsibilities they may have outside of collegePetty 258 TERM 22
gen - back/bariers
DEFINITION 22 work more hours when comparedwith their non-first generation peers andare more likely to drop out of college by thesecond year.Petty 258 TERM 23
Intrapersonal
DEFINITION 23 Hicks (2003) conveyed that first-generationcollege students may be psychologicallyless prepared for collegePetty 258 TERM 24
gen - back
DEFINITION 24 first-generationstudents had dissimilar expectationsof college, poorer academic abilities, lackof social preparation, lack of self-esteem,and more financial constraints (Hicks, 2003;Thayer, 2000).Petty 258 TERM 25
suggest
DEFINITION 25 In order to be serious about student retention, institutions should recognize the origin of challenges students face (Tinto, 1999)Petty 259
McClelland
categorized humansinto two categories: (1) those individualsfaced with many adversities and challenges,but have developed a mindset to overcomethose challenges to achieve success and (2)those who have no concerns or worries, nora need to overcome challenges.Petty 259 TERM 32
self-eff
DEFINITION 32 one of the strongest motivators forfirst-generation students was the influence ofthemselves and their need for achievement.Validating a students need for achievementcan lead to a self-affirmation process asstudents reach higher levels of achievementPetty 260 TERM 33
suggest
DEFINITION 33 by providing an encouraging enviomment in which individuals can excel (McClelland, 2001).Petty 260 TERM 34
suggest
DEFINITION 34 importance of leaders being knowledgeable of the motivational theories, as they advance in the institutional improvement processes.Petty 260 TERM 35
motivation
DEFINITION 35 Motivation starts with having an understandingof the individual, and taking intoconsideration such factors as their environment(Wendover, 1995),Petty 260
motivation
Martin (2009) noted that not all students aremotivated by the same desires and needs.Petty 260 TERM 37
motivation
DEFINITION 37 Specifically, social needs, esteemneeds, and self- actualization are linked to thebarriers of first-generation students.Petty 260 TERM 38
family/ social supp
DEFINITION 38 These needs tend to be unfulfilledwhen families of first- generation studentsare unsupportive or possibly stand inthe way of their achievement, which alsoleads to a lack of self esteem.Petty 260 TERM 39
social support (Maslow)
DEFINITION 39 the socialcomponent is just as important, becauseif students feel socially isolated, they willnot enjoy their college experience (Martin,2009).Petty 260 TERM 40
social - belonging
DEFINITION 40 Hodges-Payne (2006) documented that motivation will increase when students are socially integrated into college with a sense of belonging.Petty 260
Maslow - self act
self-actualization playsa vital role in the lives of disadvantagedstudents, because it is critical in studentsacademic, social, and cultural developmentPetty 261 TERM 47
Intrinsic
DEFINITION 47 Having intrinsic motivation makes it easier for first- generation students, especially in their academic integration into the college systemPetty 261 TERM 48
Intrinsic
DEFINITION 48 students who connect their college work to their intrinsic interests consistently appreciate college more (Tagg, 2003)Petty 261 TERM 49
Intrinsic
DEFINITION 49 First-generation students who attend colleges and universities that promote systematic changes will likely develop an intrinsic motivation for achieving college degrees which may result in academic success and higher graduation ratesPetty 261 TERM 50
Extrinsic
DEFINITION 50 Extrinsic motivation comes with limitations (Tagg, 2003). Wendover (1995) indicated that individuals cannot motivate people, but can provide the stimulus for people to motivate themselves.Petty 261
Extrinsic
Althoughintrinsic motivation is linked to onesfree will, extrinsic motivation depends onthe attitude, behavior, and the perception ofthe individualPetty 262 TERM 52
Extrinsic
DEFINITION 52 Extrinsic motivation typically is an external factor that develops and extends beyond the activity itselfPetty 262 TERM 53
Extrinsic
DEFINITION 53 External rewards are important for unmotivated students who lack interest in college. Increasing students motivational levels to become academically prepared by understanding the importance of college degrees may be a significant factor that often motivates students who may otherwise not have the opportunity for a higher earning potentialPetty 262 TERM 54
rationale
DEFINITION 54 The effort to helpfirst-generation students succeed does notend once they are admitted to college; thisprocess is just the beginning (Hsiao, 1992).Institutions play an important role in motivatingstudents by understanding intrinsicand extrinsic factors that motivate studentsto remain in college.Petty 262 TERM 55
suggest
DEFINITION 55 The effort to help first-generation students succeed does not end once they are admitted to college; this process is just the beginning (Hsiao, 1992). Institutions play an important role in motivating students by understanding intrinsic and extrinsic factors that motivate students to remain in college.Petty 262
self det
, and also self-determinationtheory is the investigation of peoples innate psychological needs that are a basis fortheir self-motivation and personality integration as well as for the conditions that fosterthese positive processTrevino 294 TERM 62
self det
DEFINITION 62 Deci and Ryan identified three 123 The relationship between intrinsic motivation and academic achievement 295 distinctive needs: competence, relatedness and autonomy. Autonomy is the manifestation of independence and self-sufficiency in ones behavior. Competence involves mastering a concept or activity. Relatedness involves a connection to something internal or externalTrevino 295 TERM 63
Intrinsic
DEFINITION 63
. Vansteenkiste et al. (2006) conducted an extensive review which demonstrated that intrinsically motivated goals promote deeper processing levels of learning material and greater conceptual understanding of the materialTrevino 295 TERM 64
Intrinsic
DEFINITION 64 Crumpton and Gregory suggestthat intrinsic motivation may also protect against factors that usually decrease studentssuccess such as truancy, delinquency, dropout, disengagement and disinterestTrevino 295 TERM 65
Intrinsic
DEFINITION 65 Internalization is the process of an individual taking in a value to oneself.Trevino 296
Extrinsic
Extrinsically motivated behaviors are performed for rewards or some external outcome.Trevino 296 TERM 67
Extrinsic
DEFINITION 67 Additionally, extrinsically motivated students show less persistence,classroom engagement and obtain more negative academic outcomesTrevino 296 TERM 68
Intrinsic
DEFINITION 68 A study of undergraduate and graduate level social work students demonstrated that those with greater intrinsic motivation were more satisfied with their course work and had greater con- fidence in their social work skillsTrevino 296 TERM 69
Intrinsic
DEFINITION 69 Mastery goals may enhance intrinsic motivation because mastery fosters seeking persistence and challenges in the academic setting. This in turn promotes positive outcomes of the mastery goals and perceived competenceTrevino 296 TERM 70
Intrinsic
DEFINITION 70 Among the college student sample, those who had a stronger identity formation had increased autonomy and competence. Competence in return increased intrinsic motivationTrevino 297
suggest
Students who want lasting positive outcomes on academic achievement should focus on the satisfaction and pleasure of education. Students should also have more faith in their academic capabilities not just for a temporary phase but for their whole academic careerTrevino 303 TERM 77
suggest
DEFINITION 77 In addition, high levels of openness to the whole college experience have been shown to influence the internal drive and motivation of individualsTrevino 303 TERM 78
suggest
DEFINITION 78 By being open to learning not just in the classroom but exposing oneself to all that college has to offerattending lectures outside of class, joining organizations and attending social eventsstudents may increase their internal motivation for collegeTrevino 303 TERM 79
self eff
DEFINITION 79 When one has high levels of self-efficacy, they have belief in their capabilities to achieve, to influence their own motivation and to direct their course of action. This belief in ones capabilities projects an individuals intrinsic motivationTrevino 303 TERM 80
self eff
DEFINITION 80 Higher self-efficacy also influences ones confidence, interests, and performance; therefore it is an important factor for college students to possess in order to academically succeedTrevino 303
Gen - back
For instance, 50% of high school graduates in 2008 came from households making less than $50,000 per year, and 16% came from households making less than $20,000 a yearBlackwell 45 TERM 82
gen - back
DEFINITION 82 In addition to socioeconomic issues, inadequate academic preparation, lack of available information, and lack of peer counseling are also some of the daily roadblocks these students face as they strive to become the first in their extended family to attend collegeBlackwell 45 TERM 83
gen - back
DEFINITION 83 and between 1993 and 2000,22% of first year college students were first-generation college studentsBlackwell 45 TERM 84
motivation (definition)
DEFINITION 84 Sansone and Harackiewicz (2000) define motivation as a behavior that is directed by the need or desire to achieve particular outcomes.Blackwell 45 TERM 85
Motivation
DEFINITION 85 Deci and Fiaste (1995) determined that it was a sense of autonomy that motivates students. Their research found that students needed a sense of having some control over their lives.Blackwell 46
gen - back
numerous studies have demonstrated the importance of early college experiences and the effects (both long and short-term) of those experiencesWoosley 700 TERM 92
gen-back
DEFINITION 92 Even the earliest experiences, those six weeks into the first semester or earlier, have been linked with persistence, academic performance, and likelihood of graduationWoosley 701 TERM 93
definition
DEFINITION 93 "whose parents have had no college or post secondary experiences"Woosley 701 TERM 94
gen - back
DEFINITION 94 National Center for Education Statistics (NCES) found that among the 12th graders who enrolled in postsecondary education, 46% had obtained a Bachelor's degree or higher within eight years, but only 24% of first-generation students completed a Bachelor's degree or higher within eight yearsWoosley 701 TERM 95
gen - back
DEFINITION 95 Even among the students who had Bachelor's degree goals and initially attended a four-year institution, 47% of first- generation students obtained a Bachelor's degree compared to 78% of students who had at least one parent with a Bachelor's degreeWoosley 701
gen - back
other researchers have suggested that first-generation students typically do not have the same sources of support as non-first-generation students, such as parents who understand the process of adjusting to college life...limited availability of college role models..., and limited experience with and knowledge of college activitiesWoosley 702 TERM 97
family
DEFINITION 97 Ishitani (2006) found that low parental expectations regarding the likelihood of degree completion were linked with higher attrition ratesWoosley 702 TERM 98
Intra/non cog
DEFINITION 98 Riehl (1994) found that firstgeneration students had lower expectations in terms of grades and degree aspirations than did other students. Duggan (2001) hnked the lower grade expectations of firstgeneration students with their uncertainties about academic skills.Woosley 702 TERM 99
Self eff
DEFINITION 99 Bandalos, & Gutkin (2003) found that "self-regulated learning variables" (p. 7), such as expected success, self-effcacy, and study strategies were more predictive of first-year student success (as measured by grade point average) than student ACT scoresWoosley 702 TERM 100
self eff
DEFINITION 100 Naumann, et al. (2003) found that those "students who believed they were capable of doing academic work were more likely to engage in learning strategies that led to better academic performance"Woosley 703
