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ERIC Number: EJ1047000
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0010-0889
Transitioning from Quarters to Semesters: Changes in College Students' Predicted and Perceived Motivation
Johnson, Marcus Lee; Kestler, Jessica L.
College and University, v89 n4 p26-37 2014
A number of U.S. higher education institutions are converting from quarter-to semester-based academic calendars; in fall 2012, seventeen Ohio institutions did so. Over a two-year time period, college student samples were recruited from a large, public, urban, Midwestern university that was undergoing a transition from a quarter-based to a semester-based calendar. Results indicate that during their last year on the quarter calendar, most students favored that system and predicted little to no change in their motivation heading into semesters; but after their first year on the semester calendar, their favoritism of quarters decreased. This mixed methods study assessed college students' favoritism of quarters and semesters; their predicted and perceived changes to their motivated behaviors; and their self-reported motivation. Even though most students perceived little to no change in their motivation after the conversion to the semester calendar, there was a noticeable increase in the percentage of students who reported having adopted maladaptive behaviors and becoming de-motivated. Despite this increase, a statistical increase in students' self-efficacy toward their coursework was also observed. Implications of these findings and directions for future research are discussed.
American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A