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Christy Stinehelfer Dissertation.pdf (2.47 MB)

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Interest, Value, and Self-Determination: An Analysis of High School Students' Participation in a Dual Enrollment Environmental Science Course

Stinehelfer, Christy
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721387979194464

Abstract Details

2024, Doctor of Education (Ed.D.), University of Findlay, Education.
Statement of the Problem: Despite growing participation in dual enrollment programs, little is known about the decision-making process high-school students use when selecting courses, especially in STEM. Existing literature lacks insight into the factors motivating students to choose dual enrollment courses and how these align with their interests and future aspirations (Fink, 2021; Jenkins & Fink, 2020; Marken et al., 2013; Taie & Lewis, 2020). Purpose of the Study: This study aims to address the gap in existing literature by examining the motivations and aspirations of College Credit Plus (CCP) students enrolled in an environmental science course, with the goal of providing actionable strategies for fostering their postsecondary aspirations and educational outcomes. Methodology: Through a mixed-methods approach involving AIR Self-Determination Scale and demographic quantitative surveys and qualitative focus group interviews, this research draws upon the experiences of ten CCP and four non-CCP students enrolled in an environmental science course taught by a university instructor at their high school. Findings: The findings reveal that CCP students perceive their coursework as a strategic pathway to early exposure to college-level academics, significantly enhancing their future educational and career prospects. Moreover, analysis highlights that CCP students exhibit a heightened level of self-determination and a forward-looking perspective compared to their non-CCP counterparts. This underscores the crucial role of nurturing students' autonomy, competence, and relatedness, as emphasized by self-determination theory. Building upon on the framework, the study reveals how CCP students approach dual enrollment courses with a future-oriented mindset, recognizing them as instrumental tools to realize their long-term educational and career aspirations. Their engagement reflects integrated regulation, seamlessly aligning with their identity and broader objectives, showcasing a profound internalization of the value inherent in dual enrollment opportunities. Conclusions: The research underscores the pivotal role of identified regulation in aligning academic pursuits with long-term goals, highlighting the interconnectedness of motivation, interest, and perceived value in shaping educational choices and empowering students to pursue their academic and career goals with increased self-determination. Recommendations: Recommendations include promote college and career exploration programs, improve instructor training and collaboration, and tailor course content based on data-driven insights to meet student needs. These actions will support dual enrollment students and enhance their educational success.
Christine Denecker, Ph.D. (Committee Chair)
Amanda Ochsner, Ph.D. (Committee Member)
Gregory Timberlake, Psy.D. (Committee Member)
253 p.
Education; Education Policy; Environmental Science
Self-Determination Theory, College Credit Plus, Dual Enrollment, Motivation, Aspirations

Recommended Citations

Citations

  • Stinehelfer, C. (2024). Interest, Value, and Self-Determination: An Analysis of High School Students' Participation in a Dual Enrollment Environmental Science Course [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721387979194464

    APA Style (7th edition)

  • Stinehelfer, Christy. Interest, Value, and Self-Determination: An Analysis of High School Students' Participation in a Dual Enrollment Environmental Science Course. 2024. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721387979194464.

    MLA Style (8th edition)

  • Stinehelfer, Christy. "Interest, Value, and Self-Determination: An Analysis of High School Students' Participation in a Dual Enrollment Environmental Science Course." Doctoral dissertation, University of Findlay, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721387979194464

    Chicago Manual of Style (17th edition)

findlay1721387979194464
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© 2024, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.