The Impact of Campus Climate on Community College Student Motivation

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117

Community College Students; Student Motivation; Environmental Influences; Campuses; School Attitudes; School Space; Climate; Time to Degree; Academic Achievement; Academic Persistence; Associate Degrees

979-83-8117-018-4

Community colleges serve an access mission built on affordable tuition and an open-door admissions policy and deliver support to students and communities by providing post-secondary education, credentials, and workforce training. Several student groups, including first-generation and low-income students, find community colleges as a viable, and sometimes only, option for obtaining post-secondary credentials and increasing lifetime earning potential. In the community college system, students who are classified as on-time completers graduate with an Associate degree in 150% of the time, or three years. Previous research has examined the retention impacts of institutional variables, such as access to resources and advising, but little is known about the impact of campus climate on student motivation. This study explored the impact of campus climate on community college student motivation to persist toward on-time degree completion. Increasing completion rates requires an examination of all elements necessary for community college student success. Understanding student motivation to persist is vital as degree attainment directly affects lifetime earnings and unemployment rates and supports a strong workforce. This qualitative study used the theoretical framework of Social Cognitive Theory as the methodological approach and semi-structured qualitative interviews with currently enrolled community college students who had completed at least 45 credits. The key findings identified that students take cues from the attitudes and behaviors of professors and make assumptions about job satisfaction and climate. Based on these assumptions, individual student motivation either increases as evidenced by greater focus, attendance, and effort, or decreases as evidenced by reduced focus, attendance, and effort. Students who perceive a negative climate engage less often and deeply and are less likely to form a relationship with the professor than in an environment where the climate is perceived to be positive. The study recommends that institutions adopt improving campus climate as an institutional value and strategic goal, include faculty professional development focused on verbal and nonverbal communication, and standardize online course structure and organization. [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

2024

ED641313