Motivation by lanyuehua

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									Motivation, Interest, and Positive Affect in Traditional and Nontraditional
Undergraduate Students
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David Stegall
Doctoral Student, Appalachian State University, United States
Johnny Smith
Doctoral Student, Appalachian State University, United States
Joel Berrier
Doctoral Student, Appalachian State University, United States
Marisa Cornell
Doctoral Student, Appalachian State University, United States
Melanie Honeycutt
Doctoral Student, Appalachian State University, United States
Danielle Madrazo
Doctoral Student, Appalachian State University, United States
Diane Guelzow
Doctoral Student, Appalachian State University, United States
Kim Moore
Doctoral Student, Appalachian State University, United States
Alan Mueller
Doctoral Student, Appalachian State University, United States
Dave Smith
Doctoral Student, Appalachian State University, United States
Christy Forrest
Doctoral Student, Appalachian State University, United States


This study compares motivational and affective components of academic life for nontraditional and traditional
undergraduate at universities. The definition of a traditional student is considered to be 21 years old or younger.
They have followed a linear path through an educational system. Nontraditional students are considered to be 28
years old and older who have had an educational experience that is considered nonlinear. A total of 232 community
college students ranging from 18 to 60 years of age were assessed on measures of …………what do we want to
study? Add some information about what the study.



As the world of education is changing and the demands on workers as well as undergraduate students, students in
the community college setting encompass a variety of ages and linear and nonlinear paths which have brought them
to the community college setting in reaching personal and professional educational goals. “Detradtionalization” is a
term many sociologists used to define this new breed of student, (Hake, 1999). Because of globalization of
knowledge, students are becoming autonomous in regards to their direction of their educational and personal growth.
Keeping pace with the demands of individuals who seek such a nontraditional position at the undergraduate level
creates new opportunities for community colleges to understand the dimensions of such a student.

As the trend increases for the nontraditional student, the university systems realize that the student makeup is
redistributing itself into a new and unique population. Based on what we want to study with the data, we may need
to change this paragraph to fit the new study. Who wants to make that decision? Johnny did you send us the data
with a new goal? Remember, Olson said that we should pick our own topic for this paper and not do the same topic
as in the original article.



Research articles on the topic we want to research should be included here.

Differences Between Traditional and Nontraditional Students

Adults approach learning….
Traditional students….

Research inserted here.

Intrinsic and Extrinsic Motivation if that is what we want to study. Research inserted

The Emotion if Interest if that is what we want to study. Research inserted

Positive Effect if that is what we want to study. Research inserted



Hypothesis
This study hypothesized that …..



Method         (This is 12 bold. Check to see if that is the right thing for an article format)
Particpants (?)
A total of 232 undergraduates students from a (?).. were recruited from the campus cafeteria…..



Materials

Participants filled out….

    1.   The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) is designed to assess
         college or university students’ motivation orientation and their use of different learning strategies for a
         given course. It was chosen for this study because….
    2.   Didderential emotions theory posits…. The differential Emotions scale IV-A (DES; Izard, Libero,
         Putnam, & Hayes, 1993) measures levels of discrete emotions by asking participants how often they feel a
         particular emotion in their daily lives, allowing the participant to select from a 5-point scale ranging from
         rarely or never (1) to very often (5)…….
    3.   The Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988) is composed of 20
         descriptive terms to be rated on a 5-point scale. Participants were asked to what extent they had
         experienced a particular emotion during the past year and they responded with an answer varying from very
         slightly or not at all (1) to extremely (5). Watson et al. (1988) report a high coefficient alpha of .86 for……

All 232 participants completed the questionnaires…….

Results
Prior to conducting data analysis…..

Insert data tables and interpretation.

Results




Discussion
The examination of…

As hyposthesized, both… and … were…



Conclusion


References

								
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