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Motivational Factors: College Persistence

Nesley Bravo
Created for College Access Network
Fall 2014

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Problem
Despite an increasing push to attain a higher education, the United States low-income
and first- generation college students are not completing degrees at a higher rate. Only 37.9
percent of first-generation students are successfully attaining their original education aspiration
in eight years, compared to 71.6 percent of non-first generation college students (Young, et al,
2011). Only 73 percent of first year undergraduates who identify as first generation return for
their second year, and 60 percent are completing their bachelors degree within six years
(Lightweis, 2014). Completion of these degrees are essential to social mobility, as the average
lifetime earnings of individuals with bachelors degree is double those whose highest degree is a
high school diploma (Xuereb, 2014).
This evident persistence and achievement gap can be attributed to a plethora of factors,
such as motivation. Motivation is defined as, the drive an individual has to perform the behavior
in question (Alarcon & Edwards, 2013). Conscientiousness and affectivity are two measures of
motivation. Motivation has been deemed as a more important factor in determining retention
over ones academic abilities (Alarcon & Edwards, 2013). Academics do play a role in low
persistence rates, but non-academic reasons dominate 65 percent of why students choose to leave
(Morrow & Ackermann, 2012). Some of the key non-academic issues first-generation students
encounter includes not being involved on-campus, commuting or a lack of parent involvement
(Lightweis, 2014).
Theoretical Practices
A universally used model, Tintos Persistence Theory further explores reasons
behind student retention (Lightweis, 2014). Tintos model considers factors such as integration,

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relationships and engagement (Stuart, et al, 2014). He believes students are more likely to be
motivated to persist when social and academic integration occurs (Xuereb, 2014). Institutional
factors that could enhance college integration include residential living on-campus, concrete
academic services, learning communities, academic advising and internships (Stuart, et al, 2014).
The motivational model, Deci & Ryans Self- Determination theory (2011, 2014) defines
internal and external motivation as the result of ones satisfaction in competence, autonomy and
relatedness (Sage, 2014). This theory builds on Tintos ideas of what factors contribute to college
persistence. Motivation in the Self-Determination Theory is divided up into three different types:
amotivation, extrinsic motivation and intrinsic motivation (Young, et al, 2011). Intrinsic
motivationself-determined motivation done for inherent satisfaction (Boiche & Stephan, 2013)
has been related to higher college persistence rates, in comparison to extrinsic and amotivational
drivers (Guiffrida, et al, 2013). Extrinsic motivation consists of external factors that put pressure
on individuals to execute actions ((Boiche & Stephan, 2013). Amotivated students include
individuals that do not feel control over their actions and results (Boiche & Stephan, 2013).
Intrinsic Motivation:
Intrinsic motivation occurs when students are engaged in learning due to their studies
aligning with their interests, when students feel the need to challenge their abilities, and when
they feel closeness to others (Guiffrida, et al, 2013). Overall, intrinsic motivation lends to higher
motivation and persistence rates for college students (Morrow & Ackermann, 2012).
Social Integration: A sense of community has been found to be connected to higher
levels of institutional commitment and intention to persist (Morrow & Ackermann, 2012).
Students may leave and enroll in another institute if one of two factorssocial and academic
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integration is missing from their college experience (Stuart, et al, 2014). A lack of social
integration could result in feelings of loneliness, and few relationships, and impact motivation to
persist (Xuereb, 2014). Experiencing and overcoming feelings of alienation may also serve as a
motivation to persist (Lightweis, 2014).
Social Support: Similar to social integration, creating social supports on and off campus
impact motivation levels. Support systems consist of family, peers, and university staff. Reduced
levels of support were associated with lower levels of academic motivation (Young, et al, 2011).
In relation to race, the connection between levels of social support and academic motivation
varied (Young, et al, 2011). In a study, there was a positive correlation for African Americans, a
weak positive correlation for Hispanic Americans, and no correlation for European Americans
(Young, et al, 2011).
One relationship Tintos theory emphasizes is essential to student motivation is faculty
(Lightweis, 2014). The frequency, quality and availability of faculty relationships alter student
motivation to persist. Faculty openness was seen as a key factor in multiple studies (2012, 2014).
For instance in a study, students who felt faculty interactions would result in more negative than
positive outcomes dropped out at the end of the semester (Lightweis, 2014). In terms of home
relationships, they served as a negative and positive motivator depending on personal reasons for
attending school. Students in the study either persisted through school to give back to their home,
or out of fear of losing home relationships (Giffrida et al., 2013). Motivation out of fear is an
extrinsic form of motivation, and had a negative association with persistence. Whereas students
who wanted to give back to their parents and friends, had a positive association, and was a more
powerful motivator among students of color (Griffrida et al., 2013).

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Academic Integration: The second factor to Tintos integration theory is academic

integration (Stuart, et al, 2014). Intrinsic motivation factors such as needs for autonomy and
competence can be translated into academic engagement and challenging ones ability
(Guiffrida, et al, 2013) Both factors are positively associated with higher levels of persistence
(Guiffrida, et al, 2013). Academic engagement can be achieved through performing well in
classes, keeping up with the work, and enjoying the course material (Lightweis, 2014; Xuereb,
2014). A negative factor to intrinsic motivation is a lack of college preparation in high school
(Lightweis, 2014).
Self- Improvement: Personal development is the most significant factor for why students
return after their freshmen year (Morrow & Ackerman, 2012). The second most common reason
for continuing at a university amongst the students in the study was to be able to finish what they
started and self-determination to not give up (Xuereb, 2014). Students oriented towards wanting
to advance their learning had more consistent levels of motivation regardless of their levels of
competency (Sage, 2014).
Extrinsic Motivation:
Extrinsic motivation is defined by its characteristic of achieving for external awards and
to avoid punishments (Guiffrida, et al, 2013). The motivational factors behind extrinsic
motivation have been less successful in persisting students through college compared to those
with internal reasoning, but are more likely to persist rather than those with no reason to persist
(Morrow & Ackermann, 2012).
Job Market: Future employment is a key factor in motivating students to persist through
college. In a college retention study, the most common reason for continuing in the university is
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wanting a good job and to graduate (Xuereb, 2014). The motivation for a good job lends to
students being more likely to persist, rather than not having a distinct reason to persist through
college (Morrow & Ackermann, 2012). The level of investment in persisting fluctuated based on
the job markets health (Stuart, et al, 2014). Students are more likely to persist if the expected
benefits of completing a degree outweighed the cost (Stuart, et al, 2014). Financial issues are a
common problem in negatively affecting motivation levels (Xuereb, 2014). Tinto theorized
students were more likely to drop out if the expected return on a degree was uncertain or if the
education requirements for a specific job did not include higher-education (Stuart, et al, 2014).
This cost-benefit analysis of investing in college reflects the impact of external factors in student
motivation to persist.
Implications for Practice& Recommendations
Supports and programs that build students intrinsic and extrinsic motivation will lend
towards higher rates of college persistence and degree attainment. As an organization focused on
student success and academic achievement, College Access Now can play a further role in
increasing student motivation, and ultimately college persistence.
Benefit/ Cost Comparisons
Through providing students information on the benefit/cost analysis of attaining a college degree
and the differing income levels based on education levels, benefits of college completion can be
clear to students (Stuart, et al, 2014). This can be done through CAN students participating in job
fairs and career exploration workshops, and through integrating this information into CAN
curriculum.

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Employment Exploration
As students are considering post-high school plans that will help them attain their employment
goals, providing opportunities to explore careers and learning about training/education routes
will increase motivation and persistence in attaining a higher education degree. This is also key
for low-income students who are motivated by obtaining a well-paying job to improve their
financial situations (Guiffrida, et al, 2013). By training High School and College Persistence
Coaches on employment resources, such as work-based learning, job shadowing opportunities
and exploration workshops, CAN students can find programs that align with their personal
interests and goals. Through CAN building networks with more local businesses, we can
communicate with students what employers are looking for in employees and connect them with
opportunities to develop specific skills. Launching the professional mentorship program for
college freshmen in CP can help students identify academic courses and majors that appeal to
their intrinsic interests during a critical period for persistence (Guiffrida, et al, 2013).
Coaching
College Persistence Coaches can provide multifaceted supports that reflect the multiple barriers
students may face, and serve as a social support for students. This includes emotional support
and tangible supports (Xuereb, 2014). Emotional support navigating the college application
process and college system will be vital for our high number of CAN first-generation college
students. This emotional support also includes helping students identify how college could lead
to self-improvement, as it is the highest motivational factor for persistence (Sage, 2014).
Tangible support such as academic advising and connecting students to resources (e.g. financial
aid, extra-curricular activities and on-campus resources) could further build students networks

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and social integration into college. As well, connecting students to resources may build
autonomy and competency, lending towards higher intrinsic motivation (Guiffrida, et al, 2013).
High School Coaches can early on breakdown stereotypes about college professors and teaching
assistants by bringing them into the high schools for panels. This could help eliminate the fear
students may feel meeting with professors, and add another possible social support for when
students are on campus (Lightweis, 2014). In particular, bringing in first generation faculty will
increase relatability for many CAN students.
Cohort Model
CAN currently uses a cohort student model and it can be further utilized to build a sense of
belonging among students as they transition into higher education. A learning community can be
built when CAN students interact with each other at events, such as office hours. Integrating
family involvement and engagement can further cultivate the CAN family.

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References
Alarcon, G. M., & Edwards, J. M. (February 01, 2013). Ability and Motivation: Assessing
Individual Factors that Contribute to University Retention. Journal of Educational
Psychology, 105, 1, 129-137.
Boiche, J., & Stephan, Y. (January 01, 2014). Motivational profiles and achievement: A
prospective study testing potential mediators. Motivation and Emotion, 38, 1, 79-92.
Guiffrida, D. A., Lynch, M. F., Wall, A. F., & Abel, D. S. (March 01, 2013). Do Reasons for
Attending College Affect Academic Outcomes?: A Test of a Motivational Model from a
Self-Determination Theory Perspective. Journal of College Student Development, 54,2,
121-139.
Lightweis, S. (2014) The Challenges, Persistence, and Success of White, Working-Class, FirstGeneration College Students. College Student Journal, 48(3), 461-467.
Morrow, J. A., & Ackermann, M. E. (September 01, 2012). Intention to Persist and Retention of
First-Year Students: The Importance of Motivation and Sense of Belonging.College
Student Journal, 46, 3, 483-491.
Sage, L. (September, 2014). Why Motivation? An Achievemnt Goal Perspective To Research
and Teaching. Education Today, 64(3), 31.
Stuart, G. R., Rios-Aguilar, C., & Deil-Amen, R. (January 01, 2014). ``How Much Economic
Value Does My Credential Have?'': Reformulating Tinto's Model to Study Students'
Persistence in Community Colleges. Community College Review, 42, 4, 327-341.

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Xuereb, S. (July 01, 2014). Why Students Consider Terminating Their Studies and What
Convinces Them to Stay. Active Learning in Higher Education, 15, 2, 145-156.
Young, A., Johnson, G., Hawthorne, M., & Pugh, J. (March 01, 2011). Cultural Predictors of
Academic Motivation and Achievement: A Self-Deterministic Approach.College Student
Journal, 45, 1, 151-163.

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