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Comparing Academic Motivation and Accomplishments Among Traditional, Nontraditional, and Distance Education College Students
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by Shelly Bennett, Tracy Evans and Joan Riedle - University of Wisconsinâ€“Platteville
Categories: Educational | Learning
Relationships among self-concept, stress, goal orientation (learning or performance) and grade point average (GPA) among traditional, nontraditional, and distance education students were examined. Seventy-two traditional, 40 nontraditional, and 19 distance education students completed a demographic questionnaire, the Goals Inventory (Roedel, Schraw, & Plake, 1994), the Student Life Stress Inventory (Gadzella, 1991), and the Index of Adjustment and Values (Bills, Vance, & McLean, 1951). Results showed that distance education and nontraditional students were more learning-goal oriented and less performance-goal oriented than traditional students. Learning-goal oriented students had higher GPA’s than performance-goal oriented students and distance education students had higher GPA’s than nontraditional and traditional students. Significant relationships were found with other variables including stress, self-concept, sex, number of credits, hours employed, and hours spent studying.
Faculty Supervisor : Joan Riedle, University of Wisconsin–Platteville