An investigation of the relationship between the motivational levels of community college science, technology, engineering, and mathematics (STEM) students and their academic success

This quantitative study investigated the relationship between the levels of motivation as measured on a continuum of self-determination (Deci & Ryan, 1985) of science, technology, engineering and mathematics (STEM) students at a suburban, single-campus community college in Los Angeles County, California, and their academic success. The study also investigated the relationship between the participants' motivational levels and their gender and ethnicity. The study further examined the differences between the motivational levels of male and female community college STEM students as well as between students of different ethnicities. Motivational data were collected using the Academic Motivation Scale-College (AMS-C) questionnaire. The questionnaire is divided into 7 subscales. These subscales reflect 1 subscale of amotivation; 3 subscales of extrinsic motivation, ordered from lowest to highest: external, introjected, and identified regulations; and 3 distinctive, unordered subscales of intrinsic motivation: to know, to accomplish things, and to experience stimulation. The data were analyzed using multiple linear regressions, Pearson correlations, independent-samples t tests and a MANOVA test. The analysis revealed that gender and ethnicity are predictors for several of the self-determination motivation continuum's levels, but none of the motivation levels are predictors of the overall academic success of community college STEM students. There was not a significant relationship found between the motivation levels and participants' overall GPA. Significant differences between motivational levels across genders and ethnicities were discovered. Females reported higher levels across all subscales of extrinsic motivation and higher levels of intrinsic motivation to accomplish things than their male counterparts. Hispanics reported higher levels across all subscales of extrinsic motivation and higher levels of intrinsic motivation to accomplish things and to experience stimulation than their White counterparts. Higher education practitioners can use the results of this study to develop effective strategies leading to an increase in STEM degree attainment, and ultimately an increase in the nation's STEM workforce.