Using Academic Advising To Increase Motivation And Engagement In First-Year College Students

174 Pages·2015·1.41 MB·English

by  Lisa Remsing

Wayne State University
Wayne State University Dissertations
1-1-2013
Using Academic Advising To Increase Motivation
And Engagement In First-Year College Students
Lisa Remsing
Wayne State University,
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Recommended Citation
Remsing, Lisa, "Using Academic Advising To Increase Motivation And Engagement In First-Year College Students" (2013).Wayne
State University Dissertations.Paper 690.
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USING ACADEMIC ADVISING TO INCREASE MOTIVATION AND ENGAGEMENT
IN FIRST-YEAR COLLEGE STUDENTS

by
LISA M. REMSING
DISSERTATION
Submitted to the Graduate School
of Wayne State University,
Detroit, Michigan
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
2013
MAJOR: INSTRUCTIONAL TECHNOLOGY
__________________________________________
Advisor Date

__________________________________________

__________________________________________

__________________________________________

__________________________________________
© COPYRIGHT BY
LISA M. REMSING
2013
All Rights Reserved
DEDICATION

This work is dedicated to my parents, Elizabeth and Anthony Remsing,

who taught me the importance of hard work and education.

Thank you for your love, unwavering support, and encouragement to

aim high and achieve my dreams.

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ACKNOWLEDGEMENTS
I have many people to thank, those who provided guidance, support, friendship and even
sacrifice to see that I finish this study. I will forever be grateful to those that joined me on this
journey and cheered me on through the finish line. My life is forever changed thanks to these
kind and selfless individuals.
• Jason Hall for his constant love, confidence and patience with me. You sacrificed fun and
took on extra work when I needed to sit behind my computer. I am forever grateful for the
things you were so willing to give up to make certain that I never gave up. I love you (and
our dog Honey), and can’t wait to spend my newly found free-time with you both.
• Dr. Monica Tracey, the term advisor doesn’t begin to describe the influence you’ve had on
my life. You have now guided me through two degrees; neither would have been completed
without your encouragement, support, valuable advice, and mentorship.
• My dear friend Chris Wolfs, for always being there over the years, patiently listening to me
talk about my study, and for putting off plans when I was focused on writing.
• I thank my committee members, Dr. James Moseley, Dr. Toni Somers, and Dr. Timothy
Spannaus for providing such valuable feedback and guidance throughout my study.
• To my friend and classmate Sara, how would I have made it through without you? You
always lent an ear when I needed to talk, and were so calm and supportive. I’ll never forget
our study nights at Qdoba!
• To all the friends I’ve met in the IT program, too numerous to mention by name. Thank you
for the studying, the fun at conferences, and support. It was an honor getting to know you,
and being able to learn with and through you.
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• My sincerest appreciation to the advisors and staff in the Office of Student Services, my one-
time colleagues and now friends. Your participation and support throughout this process,
especially after my departure, made this study a reality.
• A special thanks to Linda Zaddach for supporting my study and encouraging my personal
and professional growth.
• Last but not least, to all of my friends and family who haven’t seen much of me over the past
five years, and especially the last five months. You have been very loving and
understanding, throughout my many cancelled plans and missed outings.

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TABLE OF CONTENTS
Dedication…………………………………………………………………………………………ii
Acknowledgements………………………………………………………………………………iii
List of Tables……………………………………………………………………………………...x
List of Figures…………………………………………………………………………………….xi
Chapter 1 Introduction…………………………………………………………………………….1
Statement of the Problem…………………………………………………………...……..2
Purpose and Research Questions………………………………………………………….3
Theoretical Perspective……………………………………………………………………4
Epistemology……………………………………………………………………………...5
Definition of Key Terms…………………………………………………………………..6
Assumptions………………………………………………………………………….……6
Potential Limitations…………………………………………………................................6
Rationale and Significance………………………………………………………………..7
Summary…………………………………………………………………………………..8
Chapter 2 Literature Review……………………………………………………………………....9
Motivation and Motivational Design………………………………………………...…..10
What Motivates College Students………………………………………………………..11
Positive Sense of Self…………………………………………………………….11
Perceived Academic Control…………………………………………………….14
Social Engagement and Sense of Belonging…………………………………….16
Student Satisfaction……………………………………………………………………...18
Academic Advising………………………………………………………………………20
Types of Academic Advising…………………………………………………….22
Student Preference in Advising………………………………………………….25
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Summary…………………………………………………………………………………28
Chapter 3 Methodology………………………………………………………………………….29
Research Design………………………………………………………………………….29
Setting……………………………………………………………………………………30
Population and Sample…………………………………………………………………..31
Data Sources……………………………………………………………………………..33
Data Collection Methods………………………………………………………………...34
Phase 1…………………………………………………………………………...34
Phase 2……………………………………………………………………...……35
Phase 3…………………………………………………………………………...35
Phase 4………………………………………………………………………...…36
Data Analysis…………………………………………………………………………….36
Internal Validity………………………………………………………………….39
External Validity…………………………………………………………………39
Summary…………………………………………………………………………………40
Chapter 4 Findings……………………………………………………………………………….41
Phase 1…………………………………………………………………………………...41
Instrument Design………………………………………………………………..47
Phase 2…………………………………………………………………………………...61
Student Surveys………………………………………………………………….62
Advisor Journals…………………………………………………………………64
Student Interviews……………………………………………………………….66
Researcher Journal………………………………………………………………71
Conclusions for Phase 2…………………………………………………………72

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Phase 3…………………………………………………………………………………...78
Student Surveys………………………………………………………………….79
Advisor Journals………………………………………………………………....81
Student Interviews……………………………………………………………….82
Researcher Journal……………………………………………………………....86
Conclusions for Phase 3………………………………………………………....87
Phase 4…………………………………………………………………………………...88
Student Surveys………………………………………………………………….89
Advisor Journals…………………………………………………………………91
Student Interviews……………………………………………………………….92
Researcher Journal………………………………………………………………97
Conclusions for Phase 3…………………………………………………………98
Comparison Among Phases……………………………………………………………...99
Selecting Courses……………………………………………………………….100
Personal Relationships………………………………………………………….100
Goal Setting…………………………………………………………………… 101
Summary……………………………………………………………………………….102
Chapter 5 Discussion…………………………………………………………………………...106
Research Question 1: What motivates and engages first-year college students?..........107
Theme 1: Selecting Courses……………………………………………………107
Theme 2: Personal Advising Relationship……………………………………..108
Theme 3: Future Planning/Goals……………………………………………….108
Research Question 2: What impact does academic advising have on the
Motivation and engagement of first-year college students?............................................109
Theme 1: Selecting Courses……………………………………………………109
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Theme 2: Personal Advising Relationship……………………………………...110
Theme 3: Future Planning/Goals……………………………………………….111
Research Question 3: What type of academic advising intervention may have
a greater impact on motivation and engagement of college freshmen?..........................112
Theme 1: Selecting Courses…………………………………………………….112
Theme 2: Personal Advising Relationship……………………………………...112
Theme 3: Future Planning/Goals……………………………………………….113
Research Question 4: What is required to facilitate the implementation of a
motivation-focused advising intervention in the Office of Student Services
in the School of Business Administration at Wayne State University?..........................113
Theme 1: Selecting Courses…………………………………………………….114
Theme 2: Personal Advising Relationship……………………………………...116
Theme 3: Future Planning/Goals……………………………………………….117
Limitations……………………………………………………………………………...118
Significance of Study…………………………………………………………………...119
Implications for Instructional Technology……………………………………………..119
Motivational Design…………………………………………………………….120
Advisor Training………………………………………………………………..122
Suggestions for Future Research and Instrument Redesign……………………………124
Instrument Redesign, FACT……………………………………………………124
Instrument Redesign, First-Year Advising Syllabus…………………………...125
Summary………………………………………………………………………………..127

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