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Abstract
This dissertation project explores the role of socialization agents in fostering motivational self-regulation among college students pursuing challenging academic goals. The transition to college represents a critical period in the lives of young adults, wherein they must navigate new to achieve their educational aspirations Understanding factors influencing students' adaptability to academic setbacks is vital for enhancing college retention rates and supporting their pursuit of higher education. The literature on motivation and developmental theory has shown that experiences of failures to meet over-ambitious aspiration levels should prompt adjustments of goals to enable a meaningful continuation of goal pursuit (Heckhausen et al., 2019). Building on this foundation, this project strives to deepen the comprehension of the motivational self-regulation process by exploring how college students enact such regulation and delving into the intricate interplay of parental, peer, and faculty support in this context.
Study 1 draws upon a diverse sample of 373 college students from longitudinal data from the Los Angeles Unified School District Study (LAUSD), which examines the transition of youth to post-secondary education or the workforce. The study focuses on changes in parental support during the transition from high school to college. The study reveals that while informational support from parents remains relatively stable, emotional support decreases, and this decrease is associated with lower academic motivation among college students. Study 2 utilizes data from the Measurement of Undergraduate Success Trajectories (MUST) project at the University of California, Irvine (UCI). This study examines the process of self-regulation for challenging academic goals and the functions of informational and emotional social support from peers and faculty members by using a sample of 323 undergraduate students. The results demonstrate that goal adjustment is positively associated with academic motivation, and informational support from peers and faculty members plays a significant role in facilitating this process. Study 3 delves into the potential interaction between parental support and social support within the college environment in sustaining academic motivation. Data for this study were obtained through the UCI MUST project, using a sample of 584 undergraduate students. The findings underscore the essential role of parental emotional support in sustaining academic motivation when students encounter limited social support in college.
Through these three studies, this dissertation project contributes valuable insights into the complex relationships between social support, motivational self-regulation, and academic success among college students. Ultimately, this research enriches the understanding of the complexities of social support in educational settings and its profound impact on students' academic motivation, well-being, and long-term success.
