dc.contributor.author	Day, Molly Miranda
dc.coverage.spatial	United States, Georgia	en_US
dc.coverage.temporal	c.2016-2019	en_US
dc.date.accessioned	2019-06-18T18:22:35Z
dc.date.available	2019-06-18T18:22:35Z
dc.date.issued	2019-06-06
dc.identifier.other	F4300F23-8BAA-15AD-4768-4E8980CBDB84	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3901
dc.description.abstract	Georgia’s Dual Enrollment program allows high school students to simultaneously earn high school and college credits reduce degree completion time and cost to Georgia families. Streamlined policies and additional funding have allowed more students to participate in the program causing a 181% spike in program growth (Governor’s Office of Student Achievement, 2017). The Dual Enrollment program uses entrance exam scores to determine if high school students are academically ready for the rigor of college classes; however, such testing does not account for student maturity, motivation, and application of learning strategies—all of which is necessary to successful in college classes (Tobolowsky & Allen, 2016). The aim of this study is to assess motivation and learning strategy usage by Dually Enrolled Students participating in Georgia’s Dual Enrollment program to determine if there is a correlation between the student’s motivation and learning strategies used. The research questions of this study addressed the following student variables: (1) the number of college classes taken, (2) the instructor type (e.g., high school teacher or college faculty), and (3) the physical location of college classes (e.g., on college campus, on high school campus, online, or a combination of these locations). The research questions were answered through a cross-sectional survey, the Motivated Strategies for Learning Questionnaire and overall results for this study showed significant differences in motivational and learning strategy usage based on various demographic variables. These results indicate demographic variables have an influence on motivational and learning strategy usage and development. Keywords: dual enrollment, self-regulation, self-efficacy, college readiness, college transition.	en_US
dc.description.tableofcontents	CHAPTER I: INTRODUCTION Introduction Statement of Problem Purpose and scope of the Study Research Questions Significance of the Study Definition of Terms Assumptions, Limitations and Delimitations Summary 9 CHAPTER II: LITERATURE REVIEW Introduction Conceptual Framework Program Overview Instructor Influence, and the Development of Students Teacher’s Role in Cognitive and Metacognitive Development College Readiness & Transition Motivation, Cognition, and Metacognition Theory of Self-Regulation Self-efficacy Sources of self-efficacy Self-Regulation and Self-Efficacy Development Summary 22 CHAPTER III: METHODOLOGY Introduction Research Questions and Null Hypotheses Participants Instrument Procedures Data Analysis Summary 85 CHAPTER IV: RESULTS Introduction Research Questions and Statistical Analyses Participants and Missing Survey Data Expectations, Plans, and Confidence Ratings Summary 102 102 103 111 112 118 CHAPTER V: DISCUSSION Introduction Results and Inferences Limitations of the Study Future Research Discussion Practical Implications Conclusion 120 120 121 137 138 140 142 143 REFERENCES APPENDIX A APPENDIX B APPENDIX C APPENDIX D 144 163 165 172 176	en_US
dc.format.extent	1 electronic document, 184 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Dual enrollment	en_US
dc.subject	College-school cooperation	en_US
dc.subject	High school	en_US
dc.subject	Education, secondary	en_US
dc.subject	Education, Higher	en_US
dc.subject	Universities and colleges	en_US
dc.subject	Self-efficacy	en_US
dc.title	Assessing Motivation and Learning Strategy Usage by Dually Enrolled Students	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Kelly, Heather M.
dc.description.committee	Browne, Blaine
dc.description.committee	Kohn, Stegven
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US