The interrelationships between motivation for choosing a program of study, intention to access academic advisors, academic difficulty, and actual appointments with academic advisors were based on student self-reports of motivation and intentions. In addition, academic achievement measures and data on student access to academic advisors were obtained. Motivation level at the beginning of enrollment and academic difficulty at the end of the semester were not significantly related to intended or actual appointments with academic advisors. However, subtle trends indicate that students with higher levels of motivation, including those in academic difficulty, saw academic advisors more than did their less motivated peers. Notions of expectancy value, self-worth, goal orientation, and self-concept were the theoretical frameworks used in the analysis.
Relative Emphasis: research, theory, practice
Author notes
Dr. Henning, PhD in education, MA in psychology, and MBA, has been involved in research projects associated with motivation, self-regulation, adult learning, neuropsychology, learning disabilities, and medical education. He is currently a senior lecturer in the Centre for Medical and Health Sciences Education at the University of Auckland, New Zealand. Prior to this appointment, he worked in the Learning Development Center at the AUT University, New Zealand. He can be contacted at [email protected].