| This paper focuses on hygiene / maintenance and motivation factors impacting persistence and retention resulting from college students' levels of motivation to succeed and dissatisfaction with the university. The study examines whether significant changes occur depending upon a student's class standing. Using a framework based upon Herzberg's two-factor theory (1959), and an expanded model developed by DeShields, Kara, and Kaynak (2005), this researcher surveyed 535 undergraduate students at two private liberal arts universities and one public state university in Southern California. Using t tests for independence groups and simple regression, the researcher tested maintenance and motivation factors against dependent variables and assessed segmentation by class standing. The results indicate a significant increase in dissatisfaction and a decrease in motivation the closer a student progresses to graduating. A key exception is that a student's motivation to finish a degree was not diminished, regardless of dissatisfaction or lack of motivation in other areas. Three key areas of dissatisfaction emerged: (1) expectations, (2) learning practical skills, and (3) value. Students who were dissatisfied in these areas were more likely to consider transferring to another school. Being more aware of students' tendency to experience dissatisfaction as they progress toward graduation should allow colleges to better address motivation/dissatisfaction issues among juniors and seniors. Rather than focusing recruitment and marketing efforts primarily on potential students and/or freshmen, colleges also need to implement strategies to prevent dissatisfaction and increase motivation for all students. This study is limited due to small sample size and the population of students, primarily business majors, enrolled in three southern California universities. |
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