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ERIC Number: ED534478
Record Type: Non-Journal
Publication Date: 2011
Pages: 144
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-7185-8
Motivation and Dual Enrollment: An Analysis of the Motivation of High School Students to Participate in Dual Enrollment in Association of Christian Schools International Schools
Salerno, Mitchell Acri
ProQuest LLC, Ed.D. Dissertation, Liberty University
A phenomenological study utilizing the Consensual Qualitative Research method was conducted to understand the motivation of high school students dually enrolled in high school and college, commonly referred to as dual enrollment, in relation to the Self-Determination Theory and to connect this motivation to research on personal calling. This qualitative study begins a research thread linking dual enrollment as a reform model to research on motivation and personal calling. The participants were high school students in two Association of Christian Schools International schools in the southeastern United States dual enrolled in an evangelical Christian university in the Southeast. Data was collected through an open-ended questionnaire, a self-report instrument, and individual interviews. The results of this study indicated that the participants were motivated to participate in the dual enrollment program because of an investment in the future, relationships/people, it was a "no brainer," personal betterment, and an interest in the subject. In general, it was determined that the participants were primarily extrinsically motivated to participate. Furthermore, it was evident that the students did not express a personal calling to participate in the dual enrollment program. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A