The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students (N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college.
AceeT. W.BarryW. J.FlaggsD. A.HolschuhJ.DanielsS.SchrauthM. (2017).
Student-perceived interferences to college and mathematics success. Journal of Developmental Education,
40(2), 2–9.
2.
AceeT. W.WeinsteinC. E.HoangT. V.FlaggsD. A. (2018).
Value reappraisal as a conceptual model for task-value interventions. The Journal of Experimental Education,
86(1), 69–85. https://doi.org/10.1080/00220973.2017.1381830
3.
AgeeK. S.HodgesR.CastilloA. M. (2018). Program management. In FlippoR. F. andBeanT. W. (Eds.), Handbook of college reading and study strategies research (3rd ed., pp. 293–314).
Routledge. https://doi.org/10.4324/9781315629810
4.
AjzenI. (2011). Is attitude research incompatible with the compatibility principle? In ArkinR. M. (Ed.), Most underappreciated: 50 prominent social psychologists describe their most unloved work (pp. 151–154).
Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780199778188.001.0001
5.
AndreL.van VianenA. E. M.PeetsmaT. D.OortF. J. (2018).
Motivational power of future time perspective: Meta-analyses in education, work, and health. PLoS One,
13(1), e0190492. https://doi.org/10.1371/journal.pone.0190492
6.
AstinA. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education.
American Council on Education.
7.
BanduraA. (1997). Self-efficacy: The exercise of control.
Freeman.
8.
BarnettM. D.MeluginP. R.HernandezJ. (2020).
Time perspective, intended academic engagement, and academic performance. Current Psychology,
39(2), 761–767. https://doi.org/10.1007/s12144-017-9771-9
9.
BembenuttyH. (1999).
Sustaining motivation and academic goals: The role of academic delay of gratification. Learning and Individual Differences,
11(3), 233–257. https://doi.org/10.1016/S1041-6080(99)80002-8
10.
BembenuttyH.KarabenickS. A. (2004).
Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review,
16(1), 35–57. https://doi.org/10.1023/B:EDPR.0000012344.34008.5c
11.
CassidyS. (2012).
Exploring individual differences as determining factors in student academic achievement in higher education. Studies in Higher Education,
37(7), 793–810. https://doi.org/10.1080/03075079.2010.545948
12.
ChaseJ. A.HoumanfarR.HayesS. C.WardT. A.VilardagaJ. P.FolletteV. (2013).
Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance. Journal of Contextual Behavioral Science,
2(3–4), 79–84. https://doi.org/10.1016/j.jcbs.2013.08.002
13.
DavidK. M.LeeM. E.BruceJ. D.CoppedgeB. R.DickensD.FriskeJ.HallA. J.SingletonM.SwicegoodJ.ThormanJ. (2013).
Barriers to success predict fall-to-fall persistence and overall GPA among community college students. Journal of Applied Research in the Community College,
21(1), 5–13.
14.
de BreyC.MusuL.McFarlandJ.Wilkinson-FlickerS.DilibertiM.ZhangA.BranstetterC.WangX. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019-038). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2019/2019038.pdf
15.
DeBerardM. S.SpielmansG. I.JulkaD. L. (2004).
Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal,
38(1), 66–80.
16.
EcclesJ. S.AdlerT. F.FuttermanR.GoffS. B.KaczalaC. M.MeeceJ. L.MidgleyC. (1983). Expectations, values, and academic behaviors. In SpenceJ. T. (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146).
Freeman.
FikeD. S.FikeR. (2008).
Predictors of first-year student retention in the community college. Community College Review,
36(2), 68–88. https://doi.org/10.1177/0091552108320222
19.
FongC. J.KimY. W. (2019).
A clash of constructs? Re-examining grit in light of academic buoyancy and future time perspective. Current Psychology,
▪, ▪. Advance online publication. https://doi.org/10.1007/s12144-018-0120-4
20.
HarackiewiczJ. M.PriniskiS. J. (2018).
Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology,
69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725
21.
HatchD. K.GarciaC. E. (2017).
Academic advising and the persistence intention of community college students in their first weeks in college. The Review of Higher Education,
40(3), 353–390. https://doi.org/10.1353/rhe.2017.0012
22.
HaynesT. L.RuthigJ. C.PerryR. P.StupniskyR. H.HallN. C. (2006).
Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement. Research in Higher Education,
47(7), 755–779. https://doi.org/10.1007/s11162-006-9014-7
HoodM.CreedP. A.NeumannD. L. (2012).
Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. Statistics Education Research Journal,
11(2), 72–85.
HusmanJ.ShellD. F. (2008).
Beliefs and perceptions about the future: A measurement of future time perspective. Learning and Individual Differences,
18(2), 166–175. https://doi.org/10.1016/j.lindif.2007.08.001
27.
KhachikianC. S.GuillaumeD. W.PhamT. K. (2011).
Changes in student effort and grade expectation in the course of a term. European Journal of Engineering Education,
36(6), 595–605. https://doi.org/10.1080/03043797.2011.637189
28.
KitsantasA.ReiserR. A.DosterJ. (2004).
Developing self-regulated learners: Goal-setting, self-evaluation, and organizational signals during acquisition of procedural skills. The Journal of Experimental Education,
72(4), 269–287. https://doi.org/10.3200/JEXE.72.4.269-287
29.
LazowskiR. A.HullemanC. S. (2016).
Motivation interventions in education: A meta-analytic review. Review of Educational Research,
86(2), 602–640. https://doi.org/10.3102/0034654315617832
30.
LensW.PaixãoM. P.HerreraD.GroblerA. (2012).
Future time perspective as a motivational variable: Content and extension of future goals affect the quantity and quality of motivation. Japanese Psychological Research,
54(3), 321–333. http://dx.doi.org/10.1111/j.1468-5884.2012.00520.x
McCannL. I.ImmelK. R.Kadah-AmmeterT. L.PriniskiS. J. (2013).
Student grade expectations at technical college, 2-, and 4-year institutions. Teaching of Psychology,
40(3), 228–232. https://doi.org/10.1177/0098628313487423
33.
McFarlandJ.HussarB.ZhangJ.WangX.WangK.HeinS.DilibertiM.Forrest CataldiE.Bullock MannF.BarmerA. (2019). The condition of education 2019 (NCES 2019-144). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2019/2019144.pdf
34.
McGlynnA. P. (2004).
Nurturing Hispanics to four-year degrees. Education Digest: Essential Readings Condensed for Quick Review,
69(5), 51–56.
35.
MeeceJ. L.WigfieldA.EcclesJ. S. (1990).
Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology,
82(1), 60–70. https://doi.org/10.1037/0022-0663.82.1.60
36.
MooreR. (2007).
Academic motivation and performance of developmental education biology students. Journal of Developmental Education,
31(1), 24–34. https://www.jstor.org/stable/42775630
37.
MorisanoD.HirshJ. B.PetersonJ. B.PihlR. O.ShoreB. M. (2010).
Setting, elaborating, and reflecting on personal goals improves academic performance. The Journal of Applied Psychology,
95(2), 255–264. https://doi.org/10.1037/a0018478
PerkinsP.SchererS.PalmerK.TalleyC. (2015).
Do time perspective and year in school influence GPA in African American college students?American Journal of Educational Studies,
7(1), 65–72. https://doi.org/10.1177/2158244017704686
42.
PintrichP. R.de GrootE. V. (1990).
Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology,
82(1), 33–40. http://dx.doi.org/10.1037/0022-0663.82.1.33
43.
PriceL. R. (2017). Psychometric methods: Theory into practice.
The Guilford Press.
44.
PuruhitoK.HusmanJ.HilpertJ. C.GaneshT.StumpG. (2011, October 12–15). Increasing instrumentality without decreasing instructional time: An intervention for engineering students [Paper presentation]. 41st ASEE/IEEE Frontiers in Education Conference, Rapid City, SD, United States. https://doi.org/10.1109/FIE.2011.6143091
45.
RobbinsS. B.LauverK.LeH.DavisD.LangleyR.CarlstromA. (2004).
Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin,
130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
46.
RobbinsS. B.OhI. S.LeH.ButtonC. (2009).
Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses. The Journal of Applied Psychology,
94(5), 1163–1184. https://doi.org/10.1037/a0015738
47.
RobinsonK. A.LeeY.BoveeE. A.PerezT.WaltonS. P.BriedisD.Linnenbrink-GarciaL. (2019).
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology,
111(6), 1081–1102. http://dx.doi.org/10.1037/edu0000331
ShellD. F.HusmanJ. (2001).
The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology,
26(4), 481–506. https://doi.org/10.1006/ceps.2000.1073
50.
SimonsJ.VansteenkisteM.LensW.LacanteM. (2004).
Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review,
16(2), 121–139. https://doi.org/10.1023/B:EDPR.0000026609.94841.2f
51.
WeinsteinC. E.AceeT. W. (2018). Study and learning strategies. In FlippoR. F.BeanT. W. (Eds.) Handbook of college reading and study strategies research (3rd ed., pp. 227–240).
Routledge.
52.
WeinsteinC. E.AceeT. W.MurphyD. L, & the CCLR Research Group. (2008, March 24–28). The design and field test results for the community college longitudinal retention (CCLR) study [Paper presentation]. Annual Meeting of the American Educational Research Association, New York, NY, United States.
53.
ZimbardoP. G.BoydJ. N. (1999).
Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology,
77(6), 1271–1288. https://doi.org/10.1007/978-3-319-07368-2_2
