Community College Honors Programs: Relationships Among Classroom Environment, Motivation, and Engagement

Abstract

This study utilized a mixed methods design for the purpose of understanding relationships among classroom environment, motivation, and engagement on student success at a single community college in the Mid-Atlantic region. Bandura (2006) provided the theoretical framework for this study which suggested that a student’s classroom performance is a continuous interaction between cognitive, behavioral, and contextual factors. Quantitative and qualitative questions were developed for this study. The quantitative portion of the study built on previous work by Patrick (2007) and Maddox (2010). The qualitative portion was developed as a case study using faculty focus groups.

Findings indicated strong positive relationships between classroom environment, motivation, and engagement but no relationship between those variables and student success (GPA). Focus group findings showed strong instructor support for collaboration, strong regard for the level of engagement in honors courses, and differing views on student motivation. Conclusions may suggest there are strong relationships and predictive relationships between classroom environment, motivation, and engagement.