Title

Student Perceptions of Traditional and Non-Traditional Students

Date

5-26-2016 10:00 AM

End Time

26-5-2016 10:15 AM

Location

WUC Santiam Room

Department

Behavioral Sciences

Session Chair

Jaime M. Cloud

Session Title

Behavioral Sciences

Faculty Sponsor(s)

Deborah Brannan

Presentation Type

Presentation

Abstract

Non-traditional students often have very different college experiences than their traditional counterparts, and increasing the knowledge and research on student perceptions of traditional and non-traditional, male and female students will help improve student experiences and student retention. It was hypothesized that students would perceive non-traditional students to have higher motivation levels than traditional students; more specifically, that non-traditional students would be perceived to have higher intrinsic motivation than traditional students. The participants were students conveniently sampled from a midsized Pacific Northwestern university, with demographic information forthcoming. Perceived academic motivation was measured using a modified version of the Academic Motivation Scale (AMS; Vallerand, et al., 1992), and student’s perceived levels of moods of the student in the description were measured using the Positive and Negative Affect Scale (PANAS; Watson, et al., 1988). Results forthcoming.

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May 26th, 10:00 AM May 26th, 10:15 AM

Student Perceptions of Traditional and Non-Traditional Students

WUC Santiam Room

Non-traditional students often have very different college experiences than their traditional counterparts, and increasing the knowledge and research on student perceptions of traditional and non-traditional, male and female students will help improve student experiences and student retention. It was hypothesized that students would perceive non-traditional students to have higher motivation levels than traditional students; more specifically, that non-traditional students would be perceived to have higher intrinsic motivation than traditional students. The participants were students conveniently sampled from a midsized Pacific Northwestern university, with demographic information forthcoming. Perceived academic motivation was measured using a modified version of the Academic Motivation Scale (AMS; Vallerand, et al., 1992), and student’s perceived levels of moods of the student in the description were measured using the Positive and Negative Affect Scale (PANAS; Watson, et al., 1988). Results forthcoming.