The objective of this study was to examine the relationship between career-related motivation, defined by the constructs of career insight, identity, and resilience, and academic success of undergraduate students at Rowan University, Glassboro, NJ. Influences on the development of these career and academic motivations were also studied. Furthermore, the study assessed the relationship between career-related motivation and academic success for students when grouped by academic years and major colleges.
A survey with eight demographic questions, including self-reported GPA, and 21 Likert-style items on a five-point scale was used to gather data on students' career and academic goals. For undergraduate students at Rowan University, the relationship between career-related motivation and academic success was generally weak. The strongest influences on the development of career and academic goals, as reported by the subjects, were conversations with working professionals, professional work experience, and performance and grades in related courses.
For students clustered by academic year, only freshmen and seniors exhibited significant relationships between career motivation and GPA. Grouped by major college, only business, communication, engineering, and undeclared students displayed significant relationships between career motivation and GPA.
","abstract_html":"<p>The objective of this study was to examine the relationship between career-related motivation, defined by the constructs of career insight, identity, and resilience, and academic success of undergraduate students at Rowan University, Glassboro, NJ. Influences on the development of these career and academic motivations were also studied. Furthermore, the study assessed the relationship between career-related motivation and academic success for students when grouped by academic years and major colleges.</p> <p>A survey with eight demographic questions, including self-reported GPA, and 21 Likert-style items on a five-point scale was used to gather data on students' career and academic goals. For undergraduate students at Rowan University, the relationship between career-related motivation and academic success was generally weak. The strongest influences on the development of career and academic goals, as reported by the subjects, were conversations with working professionals, professional work experience, and performance and grades in related courses.</p> <p>For students clustered by academic year, only freshmen and seniors exhibited significant relationships between career motivation and GPA. Grouped by major college, only business, communication, engineering, and undeclared students displayed significant relationships between career motivation and GPA.</p>","abstract_has_math":false,"creators":["Yeh, Freda"],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-07T07:00:00Z","date_published":"2009-05-07T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Academic achievement--New Jersey; Motivation in education--New Jersey","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/678","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton R."]},{"key":"dc:creator","label":"Author","values":["Yeh, Freda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement--New Jersey; Motivation in education--New Jersey","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/678"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The objective of this study was to examine the relationship between career-related motivation, defined by the constructs of career insight, identity, and resilience, and academic success of undergraduate students at Rowan University, Glassboro, NJ. Influences on the development of these career and academic motivations were also studied. Furthermore, the study assessed the relationship between career-related motivation and academic success for students when grouped by academic years and major colleges.
A survey with eight demographic questions, including self-reported GPA, and 21 Likert-style items on a five-point scale was used to gather data on students' career and academic goals. For undergraduate students at Rowan University, the relationship between career-related motivation and academic success was generally weak. The strongest influences on the development of career and academic goals, as reported by the subjects, were conversations with working professionals, professional work experience, and performance and grades in related courses.
For students clustered by academic year, only freshmen and seniors exhibited significant relationships between career motivation and GPA. Grouped by major college, only business, communication, engineering, and undeclared students displayed significant relationships between career motivation and GPA.
"]},{"key":"dc:title","label":"Title","values":["The influence of career-related motivation on academic success"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton R."],"dc:creator":["Yeh, Freda"],"dc:date.available":["2016-03-20T07:00:00Z"],"dc:description.abstract":["The objective of this study was to examine the relationship between career-related motivation, defined by the constructs of career insight, identity, and resilience, and academic success of undergraduate students at Rowan University, Glassboro, NJ. Influences on the development of these career and academic motivations were also studied. Furthermore, the study assessed the relationship between career-related motivation and academic success for students when grouped by academic years and major colleges.
A survey with eight demographic questions, including self-reported GPA, and 21 Likert-style items on a five-point scale was used to gather data on students' career and academic goals. For undergraduate students at Rowan University, the relationship between career-related motivation and academic success was generally weak. The strongest influences on the development of career and academic goals, as reported by the subjects, were conversations with working professionals, professional work experience, and performance and grades in related courses.
For students clustered by academic year, only freshmen and seniors exhibited significant relationships between career motivation and GPA. Grouped by major college, only business, communication, engineering, and undeclared students displayed significant relationships between career motivation and GPA.
"],"dc:identifier":["https://rdw.rowan.edu/etd/678"],"dc:subject":["Academic achievement--New Jersey; Motivation in education--New Jersey","Higher Education Administration"],"dc:title":["The influence of career-related motivation on academic success"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:27Z"}