Abstract
This study researches the relationship between motivation and academic success by utilizing the concepts of Vroom's Expectancy Theory: Valence, Expectancy, and Instrumentality. In order to quantify motivation, the Valence, Instrumentality, Expectancy, and Motivation Score (VIEMS) was used. The population assessed consisted of 375 nurse assistant students in the state of Illinois. The self-reported survey tool was evaluated to assess the constructs of Vroom's Expectancy Theory, thus investigating their motivation level. This level was then compared to their performance on the Illinois Nurse Assistant Training Competency Examination.
Sigma Membership
Epsilon Eta
Lead Author Affiliation
Southern Illinois University Carbondale, Carbondale, Illinois, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Vroom's Expectancy Theory, Nursing Education, Motivation, Academic Success
Advisor
Waugh C. Keith
Second Advisor
Barbara Hagler
Degree
PhD
Degree Grantor
Southern Illinois University Carbondale
Degree Year
2014
Recommended Citation
Whittington, Kelli D., "Utilizing the expectancy theory as a predictor of student academic success on the Illinois Nurse Assistant Competency Examination" (2022). Dissertations. 1820.
https://www.sigmarepository.org/dissertations/1820
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-10-13
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3640910; ProQuest document ID: 1773285323. The author still retains copyright.