"Self matters" : self-concept and higher education : an exploration of student self-concept and motivations within a community college / Kevin M. Riordan.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Riordan, Kevin M., author.

Contributor:

Moneta, Larry, degree supervisor, degree committee member.

Armacost, Mary-Linda, degree committee member.

Joseph, Harriet, degree committee member.

University of Pennsylvania. Higher Education Management, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Higher education management.

Higher education management--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Higher education management.

Higher education management--Penn dissertations.

Physical Description:

xi, 82 leaves ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2015.

Summary:

This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the subject of self-concept describes a multi-dimensional and complex phenomenon that is sometimes overlooked when assessing students' higher education needs. Student self-perceptions and motivations, however, are based on the sum total of experiences a student's experiences. They represent a measurement of aptitude not currently addressed by most standardized instruments. What self-concept offers is a better understanding of what students believe their capabilities are and possible pathways to success. Through the use of mean comparisons and blocked-entry regression models, several differences in motivations, ability, and self-concept levels among various group comparisons were identified. Differences in mean cumulative G.P.A. performance were examined by gender, race/ethnicity, college readiness, and other student success categories. An interesting case of possible variable suppression was found in one of the models examining student leadership self-concept, and this should be examined in future studies of the concept. Understanding individual academic and social self-concept levels could improve the success of tailored or customized curricula and student services in higher education. A combination of individual and custom approaches is recommended in order to address the unique needs of individuals and targeted populations. Self-concept variables provide educators data that could be extremely powerful in assessing the academic needs of minorities, first-generation, traditional, non-traditional, and at-risk students.

Notes:

Ed. D. University of Pennsylvania 2015.

Department: Higher Education Management.

Supervisor: Larry Moneta.

Includes bibliographical references.

OCLC:

946766861