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An Examination of the Primary Motivational Factors Affecting Participation in General Education Development Degree Programs in the State of Alabama




Cleveland, Bethany

Type of Degree



Education Foundation, Leadership, and Technology


This study examined if there was a relationship between the intrinsic and extrinsic motivation of students and their decisions to enroll and persist in General Education Development (GED) programs in the State of Alabama. The Learning Self-Regulation Questionnaire (SQR-L), a 13 question Likert scale questionnaire, was used to survey students for the study. Surveys were administered using two formats: (1) Electronic online survey and (2) Paper and pencil survey. Intrinsic and extrinsic motivational levels were determined bycalculating scores for autonomous regulation and controlled regulation on the SQR-L. A total of 200 students from three primary locations in Alabama responded to the survey. These locations included the Counties of Jackson, Marshall, Dekalb, Cherokee, Marion, Winston, Lamar, Fayette, Walker, Jefferson, Pickens, Clay, Randolph, and Chambers. The majority of respondents were from the northeastern portion of the state (Jackson, Marshall, Dekalb, and Cherokee Counties). Examining the demographic variables of gender, age, and race showed that respondents ranged in age from 19 to 75; with the majority being under the age of 45. The majority of the respondents were white females between the ages of 19-25 followed by non-white females between the ages of 19-25. Final analysis of the surveys revealed no instance in which the demographic factors of gender, race, and age had a significant effect on either intrinsic or extrinsic motivation.