IRB Number

25-0923-090

Date of Award

Fall 10-16-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Dr. Darcy Fox

Second Advisor

Dr. Michelle McCraney

Third Advisor

Dr. Kathy Wood

Abstract

Motivation impacts college students’ persistence, or ability to successfully earn a degree. However, there is a gap in understanding what motivational components and sources of institutional support are associated with graduate student motivation to persist. This study utilized a mixed methods approach that applied the Self Determination Theory and the Self-Efficacy Theory, to explore motivational components and university support systems that contribute to graduate students’ persistence in earning their healthcare EdD degree. Data from the Academic Motivation Scale and a semi-structured interview were collected to provide a comprehensive understanding of these motivational components and sources of support. Quantitative analysis of the Academic Motivation Scale data from 31 healthcare EdD students indicated that intrinsic motivation was the primary driver of persistence, and identified regulation was the most frequently identified motivational component. A statistically significant association was found between motivation type (intrinsic or extrinsic) and the demographic variable of gender. Qualitative interviews of 12 students revealed five themes: Personal Drive and Passion for Healthcare; Perceived Institutional Support; Challenges and Barriers; Role of Support Systems in Persistence; and Recommendations for Program Improvement. These findings suggest that intrinsic motivators, supported by institutional resources, are central to graduate students’ ability to persist. Educators, administrators, and policy makers can use the findings of this study to develop strategies that address motivational needs of healthcare EdD graduate students and support their ability to persist.

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