Finding Motivation to Learn: Exploring Achievement Goals in California Community College CalWORKs Students

• Published in: Journal of adult development 2017-12, Vol.24 (4), p.295-307
• Main Authors: Pizzolato, Jane Elizabeth, Olson, Avery B., Monje-Paulson, Laura N.
• Format: Article
• Language: English
• Subjects: Aging; Behavioral Science and Psychology; Clinical Psychology; Cognitive Psychology; Community colleges; Personality and Social Psychology; Psychology; Quality of education; Students
• ISSN: 1068-0667; 1573-3440
• DOI: 10.1007/s10804-017-9267-8

This study investigated the achievement goals and motivations of California Community College CalWORKs students in an effort to better support student success and persistence. This study was guided by three research questions: (1) What type of achievement goals do CalWORKs students enter with? (2) What are their rationales for these types of achievement goals? (3) How malleable are these achievement goals? Interviews with 48 participants focused on better understanding the relationship between achievement goal type and motivation changes while in college. Findings indicate that CalWORKs students enter college with a range of goal types, but for many changes in goal type led to more intrinsic motivation and ultimately persistence toward graduation and career goals. Findings from this study also reveal that experiences highlighting students' ability to be competent as learners while balancing other roles helped catalyze change in achievement goal type and/or rationale. The results of this study emphasize that CalWORKs students' achievement goals are malleable, and particular college experiences can facilitate students' movement toward more academically focused goals. More specifically, placing more focus on additional student support programs that can foster peer networking, faculty interactions, and additional career exploration opportunities can lead to change in academic persistence.