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ERIC Number: ED564543
Record Type: Non-Journal
Publication Date: 2013
Pages: 142
Abstractor: As Provided
ISBN: 978-1-3036-1302-9
Exploring Motivational System Theory within the Context of Adult Education
Hutto, Debra Jean
ProQuest LLC, Ed.D. Dissertation, The University of West Florida
Adult Basic Education (ABE) and the General Equivalency Diploma (GED) programs serve those students who, for whatever reason, have left the educational system without attaining a regular high school diploma. Because of the manner in which they may have left the school system, many have negative emotions and personal agency beliefs hindering their ability to assimilate skill instruction (Ford, 1995). This quasi-experimental study explored the impact of motivational systems theory (MST; Ford, 1992, 1995) applied within an ABE and GED program. The study explored two hypotheses regarding the effect of applying targeted explicit instructional strategies and MST supports for motivation: (1) An MST classroom yields an average pre to post assessment increase in student motivation as measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and the Assessment of Academic Self-Concept and Motivation (AASCM) and an average increase in achievement as measured by the Official Practice Test (OPT), Test of Adult Basic Education (TABE) or GED; and (2) The MST treatment group demonstrates higher average motivation levels and higher average achievement levels than the control group as measured by the AASCM, MSLQ and OPT, TABE, or GED. The results of the observations, the treatment classes' motivational data, and the control classes' motivational data all show marked differences between the two groups. Most intriguing was that treatment classes' motivation increased over time, in contrast with the control classes and as supported by literature findings. There are potential implications for future research and for the use of MST and targeted teaching strategies to improve motivation and achievement. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Basic Education; Adult Education; Elementary Education; High School Equivalency Programs; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: General Educational Development Tests; Motivated Strategies for Learning Questionnaire; Test of Adult Basic Education
Grant or Contract Numbers: N/A