Graduation Date
Spring 2021
Document Type
Thesis
Program
Master of Arts degree with a major in Psychology, option Academic Research
Committee Chair Name
Brandilynn Villarreal, Ph.D.
Committee Chair Affiliation
HSU Faculty or Staff
Second Committee Member Name
Maria Iturbide, Ph.D.
Second Committee Member Affiliation
HSU Faculty or Staff
Third Committee Member Name
Kauyumari Sanchez, Ph.D.
Third Committee Member Affiliation
HSU Faculty or Staff
Subject Categories
Psychology
Abstract
The gap between college student enrollment and graduation rates remains a problem for college students and administrators. Literature on persistence in college suggests that factors such as hardiness and autonomy support may contribute to student perseverance through degree attainment. The current study focused on these constructs using a framework based on self-determination theory (SDT; Ryan & Deci, 1985). Factors related to student persistence, namely hardiness and autonomy support, were expected to positively predict college student engagement. Furthermore, hardiness was expected to moderate the relationship between autonomy support and college student engagement. College students from a university and a community college (N = 184) participated in a survey on their perceptions, attitudes, beliefs, behaviors, and experiences related to the college environment. Hypotheses were tested using a hierarchical multiple regression model. Both autonomy support and hardiness positively predicted college student engagement, but the interaction effect of hardiness was nonsignificant. These results inform the literature on SDT, the validity of hardiness, and are applicable to programs and interventions aimed at improving college students’ persistence in academic goal pursuit.
Citation Style
APA 7th Ed.
Recommended Citation
Cherry, Kevin Douglas, "The role of hardiness and autonomy support on college student engagement" (2021). Cal Poly Humboldt theses and projects. 470.
https://digitalcommons.humboldt.edu/etd/470