Contextual Factors A Response

IMPROVING STUDENT GRADUATION RATES

Recommendations for Solving the Problem of Low Graduation Rates among Black Non-Hispanic Students at Glendale Community College.

I have no known conflict of interest to disclose.

Theoretical Framework

Claxton and Dolan (2022) define a theory as a system of ideas or constructs that predicts and explains the relationships among or between phenomena. The theoretical framework in a study uses theory to support the research. It provides the structure upon which the entire study is based, from the problem statement to the rationale, significance, purpose, and research questions, (Claxton & Dolan, 2022). According to Gray and Grove (2020), the theoretical framework also guides the interpretation of findings as it provides a means for researchers to compare their results with what theory postulates and seek possible explanations for deviations (Gray & Grove, 2020). These factors make theory a crucial element in research. Ryan and Deci’s (2000) self-determination theory (abbreviated as SDT) provides the theoretical framework for the proposed study.

The SDT postulates that human beings can be either passive or proactive depending on their social environment (Ryan & Deci, 2000). Naturally, human beings are self-motivated, vital, and proactive (Ryan & Deci, 2000). However, their social-contextual conditions dictate whether they are constructive or passive at any given time (Ryan & Deci, 2000). Motivation is a major construct of the SDT. According to the theorists, one’s motivation dictates their level of confidence and interest, which, in turn, influences their creativity and performance (Ryan & Deci, 2000). However, this also depends on the type of motivation, that is, whether it is intrinsic or externally-controlled. Ryan and Deci (2000) posit that intrinsic motivation is self-authored, and therefore, authentic motivation; while the latter is driven by external factors such as surveillance, rewards, and bribes. Typically, intrinsic motivation results in higher levels of confidence and interest, and consequently, fosters performance and creativity better than extrinsic motivation (Ryan & Deci, 2000). The SDT is concerned with social environments that either foster or supress intrinsic motivation. The theorists posit that three psychological needs drive intrinsic motivation: autonomy, competence, and psychological relatedness (Ryan & Deci, 2000).

Generally, individuals are more self-motivated if they feel competent, perceive a sense of autonomy, and experience psychological relatedness (Ryan & Deci, 2000). Social-contextual factors such as promotions, good communication, and positive feedback all foster feelings of competence and facilitate intrinsic motivation (Ryan & Deci, 2000). At the same time, conditions that threaten one’s sense of autonomy such as imposed goals, pressured evaluations, directives, deadlines, and threats suppress self-motivation and result in poor performance and low creativity (Ryan & Deci, 2000). Finally, lack of relational supports such as cold treatment and an uncaring environment suppresses feelings of psychological relatedness and consequently, reduces performance and interest (Ryan & Deci, 2000).

In line with the SDT, a student’s level of intrinsic motivation influences their interest, overall performance, and timely graduation. Socio-contextual factors that supress such motivation increase the risk of one not completing their course and graduating on time. Thus, students are more likely to complete on time if they have access to factors that foster competence such as positive staff-student communication, rewards for good performance, and positive feedback (Fleming et al. (2017).

The literature also indicates that college students demonstrate more academic resilience if the school climate encourages their active engagement in school activities, promotes self-advocacy opportunities, and fosters democratic decision-making, all of which enhance students’ sense of autonomy (Okwuduba et al., 2022; Fleming et al., 2017). Further, Okwuduba et al. (2022) found students to be more resilient if they had access to a supportive learning environment created by parents, peers, and staff. Supportiveness aligns with the psychological relatedness construct and has to do with the level of parental support, peer social support, and availability of academic support programs such as supplemental instruction. The SDT thus provides an effective framework for analyzing how well the school climate at Glendale Community College fosters intrinsic motivation among students. The theory will inform crucial insights on how the institution could improve retention rates through enhancing students ‘perceived competence, sense of autonomy, and psychological relatedness.