Publication:
Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college

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Issued Date

2018

Resource Type

Article

File Type

application/pdf

ISSN

0309877X

DOI

10.1080/0309877X.2016.1206855

Other identifier(s)

2-s2.0-84980331982

Rights Holder(s)

มหาวิทยาลัยศรีนครินทรวิโรฒ

Bibliographic Citation

Journal of Further and Higher Education. Vol 42, No.1 (2018), p.102-115

Suggested Citation

Lerdpornkulrat T., Koul R., Poondej C. Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college. Journal of Further and Higher Education. Vol 42, No.1 (2018), p.102-115. doi:10.1080/0309877X.2016.1206855 Retrieved from: https://hdl.handle.net/20.500.14740/3740

Title

Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college

Author(s)

Lerdpornkulrat T.
 Koul R.
 Poondej C.

Abstract

Disengagement and a lack of motivation have been found to be the major reasons for student drop out from higher education. In order to broaden our understanding of institutional and personal factors associated with intention to complete a college degree, this investigation examined the relationship between students’ perceptions of classroom climate and institutional goal structures and their motivational orientation, engagement and intention to persist in college. Data was collected from first-year students (N = 1778) enrolled in an institution of higher education near Bangkok, Thailand. The results indicate that perceptions of classroom climate and institutional goal structures have significant associations with students’ motivational orientations and levels of engagement and contribute to intention to persist in college. © 2016 UCU.

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URI

https://hdl.handle.net/20.500.14740/3740

Collections

Scopus: Year 1983-2021

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