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dc.contributor.authorGreer, Stuart C.
dc.date.accessioned2014-03-04T01:09:22Z
dc.date.available2014-03-04T01:09:22Z
dc.date.issued2006-08
dc.identifier.othergreer_stuart_c_200608_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/greer_stuart_c_200608_ma
dc.identifier.urihttp://hdl.handle.net/10724/23381
dc.description.abstractThis study examined 115 Army ROTC students’ motivation to learn military science, their belief in the relevance of learning military science to their future careers, and their commitment in particular to a military career. The students completed Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & MeKeachie, 1991) subscales that were adapted to measure motivation to learn military science. Statistically significant relationships, in the low to moderate range, were found between the motivation subscale scores and the students’ belief in the relevancy of military science to their future careers. Also, a significant relationship was found between the students’ belief in the relevance of military science to their future careers and their commitment to a military career. Finally, students who had family members with
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMotivation
dc.subjectCommitment
dc.subjectCareer Intent
dc.subjectRelevancy
dc.subjectMSLQ
dc.titleMotivation and military science commitment of Army Reserve Officer Training Corps cadets
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology
dc.description.majorEducational Psychology
dc.description.advisorShawn Glynn
dc.description.committeeShawn Glynn
dc.description.committeeNancy Knapp
dc.description.committeeMartha Carr


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