Abstract
Using self-determination theory, the academic motivation of college students from deployed military families was examined. Implementing a case study methodology, interviews with 14 college students were transcribed and coded using a theory-driven rubric to identify their needs for autonomy, competence, and relatedness. Each case was analyzed for one’s self-determination regulatory style (external, introjected, integrated, or identified). The need for relatedness was the most prevalent in the data and the majority of cases exhibited regulatory styles consistent with introjected motivation.
First Page
3
Last Page
35
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Arrastia-Chisholm, M. C., Tackett, S., Torres, K., Patel, K., Highsmith, J. W., & Mixon, K. (2021). Deployments to diplomas: An examination of academic motivation among military dependents using self-determination theory. Georgia Journal of College Student Affairs, 37(1), 3-35. https://doi.org/10.20429/gcpa.2021.370102
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