Exploring multi-impacted nontraditional undergraduate students’ perceptions of the factors that influence their motivation to learn in their courses : a single case study.

Despite high motivation to learn, nontraditional students experience barriers that affect their persistence. Barriers such as limited time, resources, and inconsistent support systems make it difficult to balance different needs and form social connections. Some university personnel also fail to fully acknowledge nontraditional student needs, which increases their feelings of isolation and insecurity. This single case study explored how multi-impacted nontraditional undergraduate students at a university in the western United States perceived that personal, behavioral, and environmental factors influenced their motivation to learn in their courses. I used Bandura’s (1977, 1986) social cognitive theory of reciprocal determinism to explore three multi-impacted nontraditional students’ experiences. I collected questionnaires, open-ended one-on-one interviews, and reflection journal responses. I then analyzed the data using the data analysis spiral and conducted a within-case analysis. Six themes emerged aligned with the theoretical framework. First, participants perceived physical characteristics and cognitive traits—such as mental health, learning abilities, and disorders—influenced the development of their coping strategies to attend class on time, pay attention in courses, and balance their schedules. Second, participants perceived personal attitudes and beliefs of anxiety and embarrassment increased when others questioned their capabilities as learners. Third, participants perceived that habits of discipline, time management, open communication, utilizing schedules, giving rewards, and developing effective study environments developed over time and helped students complete their coursework. Fourth, participants perceived their behaviors and habits varied by course type, exhibiting positive study habits and classroom behaviors in major-based courses and avoidance behaviors and distraction-type habits in general courses, which decreased motivation without intervention. Fifth, participants perceived inconsistencies in access to network-building environments created a sense of isolation, and that consistent, deliberate engagement within the social environment could increase a sense of belonging on campus if they could secure mutual interest to interact with others. Sixth, participants perceived inconsistencies in familial, peer, and academic support, which they described as isolating, making it harder to attend and engage in class. This study has implications for students, faculty, and administrators.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Spooner, Kaleigh J. (Kaleigh Jean), 1987-

Advisor dc:contributor.advisor

• Shelton, Ryann N., 1987-

• Nontraditional students.
• Student motivation.
• Social cognitive theory.
• Support systems.
• Attitudes.
• Behaviors.
• Habits.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13972

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13972