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MINDSET, ACADEMIC MOTIVATION, AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS IN COMMUNICATION SCIENCES AND DISORDERS PROGRAMS by Heather Loraine Ferguson Chair: Elvin Gabriel ABSTRACT OF GRADUATE STUDENT RESEARCH DissertationOF GRADUATE STUDENT RESEARCH Dissertation Andrews University School of Education Title: MINDSET, ACADEMIC MOTIVATION, AND ACADEMIC SELF-EFFICACY AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS IN COMMUNICATION SCIENCES AND DISORDERS PROGRAMS Name of researcher: Heather Loraine Ferguson Name and degree of faculty chair: Elvin Gabriel, Ed.D. Date completed: September 2017 Problem Higher education serves many stakeholders including students, parents, faculty, staff, university administrators, and other contributors. Those stakeholders are all linked with one purpose: the success of the student. That success or failure is most commonly measured by achievement through grade point average (GPA). The academic demands within the college/university setting is high. Limited academic achievement can result in academic failure, being placed on academic probation, even losing scholarships and grants. Students enter college, progress through college, and often graduate without having a real understanding for what it truly takes to be academically successful and what factors may contribute to that success. The study examined the extent to which types of mindset, academic motivation, and academic self-efficacy correlated with academic achievement among undergraduate communication sciences and disorders students. Method Undergraduate communication sciences and disorders students in the Great Lakes States of Michigan, Indiana, Ohio, and Illinois completed a 75-item survey to determine the correlation between academic achievement and mindset, academic motivation, and academic self-efficacy. Descriptive analysis, Spearman Rank correlation, and categorical regression (CATREG) were used to analyze the data. Results Results of this current study indicate that undergraduate communication sciences and disorders students report average to higher than average GPAs. Undergraduate communication sciences and disorders students have very high extrinsic motivation (M = 5.90), high intrinsic motivation (M = 5.22), and very low amotivation (M = 1.62). Fifty-four percent of undergraduate communication sciences and disorders students have high self-efficacy and higher growth mindset than fixed mindset. The results of this study indicate that amotivation is negatively correlated to academic achievement. Therefore, the higher the academic achievement, the lower the amotivation. Academic self-efficacy is also correlated to academic achievement. Hence, the higher the academic self-efficacy, the higher the academic achievement.

Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs