Date of Conferral

1-1-2021

Degree

Ph.D.

School

Psychology

Advisor

Sharon Xuereb

Abstract

Research on traditional or brick and mortar universities suggests that there is an association between self-efficacy, intrinsic motivation (IM), extrinsic motivation (EM), and academic success in higher education. What is not yet clear is whether self-efficacy and motivation (IM and EM) are associated with academic success in online universities. The purpose of this study was to examine whether there is an association between self-efficacy, motivation (IM and EM), and academic success for learners with attention deficit hyperactivity disorder (ADHD) who attend online universities. The possible role of self-efficacy in mediating the relationship between IM and EM and academic success was also examined. Bandura’s theory of self-efficacy provided the theoretical framework for this study. The survey instrument included demographic questions, grade point average score, and items from the General Self-Efficacy Scale and the Academic Motivation Scale. A convenience sample of 52 students who attended an online university completed the survey anonymously on SurveyMonkey. Regression analysis indicated there were no statistical significance between the variables. Mediation analysis indicated statistical significance between self-efficacy and IM, which is consistent with the literature. However, overall mediation effects were nonsignificant. The findings indicate that other factors such as peer relationships are equally important to consider in the development of learning activities that influence learner engagement, persistence, and academic success. The study’s implications for positive social change include informing university staff about strategies to support the retention and academic success of students with ADHD who attend online universities.

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