Motivated attention : a model for promoting academic resilience and student retention at university

Marshall, Lester G. (2003) Motivated attention : a model for promoting academic resilience and student retention at university. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (7MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

Based on cognitive and motivational theory and research, this paper presents a conceptual model of how the success and failure experiences of students at university may be construed within working memory. In the model, goal-related information is represented dichotomously in working memory in terms of the perceived strengths and resources of the individual for achieving the goal, along with any weaknesses and threats to goal attainment that might exist. Because academic success and failure tend to be deeply felt personal experiences, mental representations are apt to include positive or negative cognitions, images, emotions, and physiological state information pertinent to the situation. The prevalence and content of such positive or negative information in working memory can persuade students to either continue at university or withdraw from further study. Retention initiatives designed around helping students establish and maintain positive working memory representations regarding their academic work should help to ensure they succeed.

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