The role of intrinsic motivation in the academic pursuits of nontraditional students

Abstract

The face of universities is changing. Typically, undergraduates are comprised of adults who recently left high school and are attending college to get degrees to enter the job market. However, recent trends have indicated the increasing presence of older adults, those aged 25 and above who are either attending college for the first time or are returning students. These adults are described as nontraditional students. College students between the ages of 18 and 24 are referred to as traditional students. The National Center for Education Statistics (NCES) (2005) report indicated "by 2015, undergraduates of age 25 and older will be the growing population for higher education, with a related numeric decline in 18-21 year old undergraduate enrollment" (p. 9). AbstractThis article examines the role of intrinsic motivation in the academic pursuits of nontraditional students. The Academic Motivational Scale (AMS) was administered to 35 undergraduate students, 6 males and 29 females, aged 25 to 49 to explore their motivational orientations in choosing to attend college. The results of the study show that respondents endorsed more items of intrinsic motivation than extrinsic motivation or amotivation. Hence, the desire to demonstrate competence, a need for a sense of self determination, and the pleasure and satisfaction derived from the college experience played a greater role in nontraditional students' academic pursuits than the external rewards such as career advancement. This information is important for college administrators in developing programs that cater to the needs of nontraditional students and facilitate degree attainment.

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

“…The AMS has also been used in research on NTSs several times. Most findings regarding the motivational structure of NTSs are in accord with measurements by other tools (Francois, 2014;Bye, Pushkar, & Conway, 2007) and confirm higher levels of intrinsic motivation in NTSs (Shillingford & Karlin, 2013;Fazey & Fazey, 2001). A study of Sudanese NTSs at an Australian university where predominantly extrinsic motivation was measured represents an exception to the rule (Gately, Ellis, Britton, & Fleming, 2017).…”

“…With regard to differences in motivations in traditional and non-traditional students, the results of regression analyses suggest that NTSs had significantly higher values for all types of intrinsic motivation (cf., for example, Shillingford & Karlin, 2013;Fazey & Fazey, 2001). On the other hand, for EMidr and EMer NTSs had significantly lower values than traditional students did.…”

Motivation and personal challenges while enrolled in higher education: The pathway to becoming a baccalaureate nurse

“…Intrinsic motivation is defined as 'the doing of an activity for its inherent satisfaction rather than for some separate consequence," whereas extrinsic motivation focuses more on external reward. [3] In one study looking at nontraditional students studying psychology, nursing, education, and "other", the students reported more intrinsic motivation towards their studies than extrinsic motivation, overall. The nursing students, however, reported significantly more extrinsic motivation than those studying psychology, namely for the benefit of career advancement.…”

“…The nursing students, however, reported significantly more extrinsic motivation than those studying psychology, namely for the benefit of career advancement. [3] Looking further into intrinsic motivation, its link to positive affect, and determining what might foretell a student's affinity for both, Bye, Pushkar, and Conway [4] discovered that interest is a strong predictor. This interest fuels lifelong learning due to the student's tendency to seek out knowledge.…”

Why Go Back to School? Investigating the Motivations of Student Parents to Pursue Post-Secondary Education

“…In an earlier, qualitative meta‐analysis on adult undergraduates in higher education, Kasworm () concluded that the studies generally reported no distinct pattern of motives. Further, mature learners have been found to endorse more intrinsic than extrinsic forms of motivation (Bye et al, ; Hoyert & O'Dell, ; Shillingford & Karlin, ). Hoyert and O'Dell () provide evidence that the higher grades earned by non‐traditional‐aged (i.e., mature) students are related to the types of goals they endorse.…”