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ERIC Number: EJ1450404
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: EISSN-1470-174X
Why Honors?: A Qualitative Investigation and Taxonomy of Student Motivations for Enrolling in Honors Programs
Matthew D. Deeg; Amy L. Boone; Anna Chen; Trey Shirley
Studies in Higher Education, v49 n12 p2797-2811 2024
Involvement in honors programs provides students an opportunity to grow academically, connect with like-minded peers, and reap tangible and intangible benefits. Understanding the motivations driving this involvement is a crucial task for honors program administrators and faculty alike as different motivations may influence how students engage and succeed in their honors pursuits. This study analyzes student motivating factors, organizing them into a five-factor framework that highlights different motivational groupings, including a non-intentional factor. While past studies have relied on student characteristics and survey information to understand honors program involvement, this study takes a qualitative approach, drawing on focus groups with current and incoming honors students to delve into the various motivations that honors students indicated as compelling for their participation in an honors program at a private mid-size liberal arts institution. The findings provide insight into key motivations which may inform efforts to increase the diversity of and involvement in honors programs. These eleven motivations are grouped into instrumental factors, personal factors, nudges, relationships, and accidental, with the majority of students noting more than one motivation for their involvement in the honors program.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A