Abstract
The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average (GPA), and first-semester and 1-year persistence outcomes. Using ANCOVA and logistic regression, we found that LEP students had significantly higher retention rates and levels of external regulation, or motivation out of compliance or extrinsic rewards. Moreover, LEP students with moderate levels of external regulation persisted longer in their first semester of community college. Implications for understanding the complex motivations of Hispanic community college students are discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
