Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

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

Advisor

Roslyn Doctorow

Committee Member

Linda Gaughan

Committee Member

Kimberly Durham

Keywords

academic performance, advanced placement, extrinsic motivation, intrinsic motivation, self-efficacy, student motivation

Abstract

This mixed methods applied dissertation was designed to provide insight into the effects of student motivation and student self-efficacy on academic performance in Advanced Placement (AP) courses. Secondary educational institutions in the United States offer their students Advanced Placement courses, dual enrollment or dual credit courses, International Baccalaureate (IB) courses, and early college programs to encourage and promote the quest for outstanding student attainment. Although many students in the study school enroll in the Academy for Advanced Placement Studies, not all ninth through 12th graders achieve Advanced Placement credit in the Academy’s required courses.

Education has traditionally been viewed as the catalyst for a successful life or career. Students gravitate towards courses that are either academically challenging or easy, depending on their perception of the value of education itself. The quantitative and qualitative components of this study were designed to study whether students’ selfefficacy, be it a fixed or a growth mindset, and students’ motivation, intrinsic or extrinsic, directly influence academic achievement in Advanced Placement courses. Examining students’ perceptions towards academically challenging courses at the secondary level and their perception of education is vital to unlocking academic achievement.

Data from the mixed methods study will allow school systems and state educational agencies to focus on the mindset and academic growth of students, which directly impacts community involvement and school improvement.

Quantitative and qualitative findings emphasized the link between self-efficacy, intrinsic motivation, and extrinsic motivation, all of which intricately influence students’ views on academic success and performance in Advanced Placement courses. The combined results offered a detailed insight into how these motivational factors interact and jointly impact students’ academic results.

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