Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62351

A Multiple Case Study of the Role of Motivation in the Retention of Five Female Community College Students on O‘ahu.

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Title:A Multiple Case Study of the Role of Motivation in the Retention of Five Female Community College Students on O‘ahu.
Authors:Furushima, Dawn M. F.
Contributors:Education (department)
Keywords:motivation
retention
community college
Date Issued:Dec 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:This qualitative study was a life history multiple case study investigating the issue of
student retention at community colleges in Hawaiʻi using oral interviewing as a primary method
of data collection. The purpose of the current study was to investigate what role motivation
played in a student’s decision to persist at a community college in Hawaiʻi. The multiple case
study was bounded by the following criteria: (a) students in their second year or more, (b)
students enrolled in at least one class at a University of Hawaiʻi Community College campus on
Oʻahu in Spring 2016, and (c) students met at least two of the seven persistence risk factors (i.e.,
delayed entry into college, GED or equivalent, financial independence, single parent, dependents
other than a spouse, part-time enrollment status, full-time employment) as described by the
United States Department of Education (2002). The five students who met the criteria were
between the ages of 20 and 39 years old. Two of the five students self-identified as Filipino, and
the other three students self-identified as part Native-Hawaiian.
The students’ data were examined separately using Tinto’s retention model as well as
five motivation theories including Maslow’s hierarchy, the self-determination theory, the
expectancy-value theory, the attribution theory, and the self-theory. Using multiple motivation
theories and concepts as a framework for analysis resulted in a comprehensive understanding of
how motivation influenced the student’s decision to persist or drop out. The findings suggested
that the students’ basic needs must be addressed in order for the students to persist in college.
They also indicated that counselors and instructors played key roles in meeting the students’
need for relatedness.
Description:Ph.D. Dissertation. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62351
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Education


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