Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Steven Hecht

Committee Member

Wayne Driscoll

Committee Member

Kimberly Durham

Keywords

academic motivation, academic performance, college email, community college students, community colleges, correlational study, data analysis, intention to complete studies, mediation analysis, mid-Atlantic region, persistence, psychological bridge, questionnaire, regression analysis, retention, self-determination theory, Sobel test, student engagement, student motivation, student outcomes, student retention, student success, SurveyMonkey

Abstract

Student retention rates at community colleges have remained low across the United States in recent years. Student engagement is important because it increases motivation and improves academic performance and retention. The purpose of this correlational study was to examine the relationships between student engagement, academic motivation, academic performance, and retention among students at a small community college in the mid-Atlantic region of the United States. The study was guided by self-determination theory. The sample consisted of 80 community college students. Data were collected through a questionnaire given to participants through their college email. The data were collected using SurveyMonkey and analyzed using regression analysis and mediation analysis using the Sobel test.

The findings suggest that student engagement was positively related to academic motivation. When students are more motivated, they are more likely to demonstrate higher academic performance and a stronger intention to complete their studies. Also, student motivation was substantially correlated with both student outcomes. However, student engagement was not directly related to academic performance or intention to complete studies. Instead, the relationship was indirect through academic motivation. These results suggest that academic motivation serves as a key psychological bridge between student engagement and student success. This provides strong evidence that community colleges may improve retention by focusing on strategies that increase students’ academic motivation. Future research should include qualitative studies to better understand the challenges community college students face and the factors that influence their engagement, motivation, academic performance, and persistence.

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