Supports and challenges for the motivation to learn in college among students with intellectual disabilities

Abstract

Recent legislation advances have increased opportunities for students with intellectual disabilities to participate in postsecondary education. College is considered a place for academic achievement and an important steppingstone to meaningful employment and the realization of an autonomous adult life. Although motivation plays a central role in supporting students to persist and succeed in postsecondary settings, students with intellectual disabilities are less likely to engage in self-determined behaviors, and limited research has explored what specifically promotes or inhibits their motivation in postsecondary settings. Prior studies have predominantly focused on students with other types of disabilities, leaving the experiences of students with intellectual disabilities underexamined. This qualitative multiple-case study used Self-Determination Theory as a theoretical framework to explore the motivational experiences of three college students with intellectual disabilities enrolled in community colleges. Data sources included reflective journals, semi-structured interviews, and educational artifacts. Within-case and cross-case analyses were conducted to identify patterns supporting or undermining their motivation to engage in college learning. The findings confirmed that motivation was promoted by structured autonomy support, meaningful relationships with faculty and support staff, and identity as a college student. In contrast, motivation was hindered by lack of accessible feedback, feelings of social isolation, and challenges with communication. This study offers implications for secondary transition services and postsecondary institutions by highlighting the importance of providing structured autonomy support and constructive academic feedback in ways that match students’ adaptive skill levels, as well as fostering trusting relationships to promote inclusive and motivating environments for students with intellectual disabilities.