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- Title
An Examination of Motivational Factors in High School Dropouts Participating in General Education Development Degree Programs.
- Authors
Herring, Angela H.
- Abstract
According to the GED Testing Service (2011), over 18 million people have earned a GED credential since 1942. GED programs offer students an opportunity to further their education, but often there are motivational barriers that prohibit them from taking the necessary steps to enter and persist in such programs. In an effort to better understand why students would drop-out of high school, yet enroll in a GED program, this quantitative study was conducted to examine which factors, whether autonomous or controlled, influenced dropouts to pursue the equivalency of a high school diploma after leaving the traditional school setting. The results of the study could lead to a better understanding of the motivations of those who pursue a GED, and the needs they have while in such program. The results revealed that Pearson correlations determined a low, weak, positive relationship between autonomous regulation and controlled regulation. A two-way ANOVA determined a significant main effect for the variable Gender and the variable Autonomous Regulation. No gender and ethnic differences were found in GED students' self-regulation behaviors. Overall, there was a weak to moderate, positive correlation between autonomous regulation and controlled regulation. Increases in autonomous regulation scores were correlated with increase in controlled regulation scores.
- Subjects
GED Testing Service (Center for Adult Learning &; Educational Credentials); GED tests; DIPLOMAS (Education); ANALYSIS of variance
- Publication
E Journal of Organizational Learning & Leadership, 2013, Vol 11, Issue 2, p60
- ISSN
2154-8927
- Publication type
Article