The Role of the Linked Learning Approach in Student Self-Efficacy (Personal Agency) and Motivation in Low, Mid-Low, Mid-High, and High Poverty School Settings

Autor/in	Solian, Cherie A.
Titel	The Role of the Linked Learning Approach in Student Self-Efficacy (Personal Agency) and Motivation in Low, Mid-Low, Mid-High, and High Poverty School Settings
Quelle	(2017), (132 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-0487-5
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Disadvantaged Schools; Poverty; High School Students; High Schools; Student Surveys; Student Motivation; Goal Orientation; Affective Behavior; Student Attitudes; Mixed Methods Research; Student Experience; Student Adjustment; Semi Structured Interviews; Career Academies; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Armut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Schulische Motivation; Zielorientierung; Zielvorstellung; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Studienerfahrung; Adjustment; Adaptation; Berufsakademie; Kalifornien
Abstract	This study explored personal agency and motivation of students enrolled in Linked Learning Pathways across low, mid-low, mid-high, and high poverty school settings. Specifically, the study examined student personal agency beliefs, goal setting practices, and student emotional connectedness. The researcher aimed to examine student perceptions of Linked Learning pathway experiences. A convergent parallel and transformative mixed method approach (Creswell, 2014) was used to better understand student experiences across poverty levels. The study extended to explore reasons why differences in experiences did or did not exist. Data were collected from four high school districts and seven school sites in Central California. A total of 293 students participated in a 35-question online survey which measured patterns of adaptive learning. A representative sample of 14 survey participants engaged in semi-structured focus group interviews consisting of a total of eight questions regarding pathway experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01