Understanding the Motivation of Female Ph.D. Students to Enroll and Persist in STEM-Related Fields

dc.contributor.advisor	Zvoch, Keith
dc.contributor.author	Witherspoon, Lauren
dc.date.accessioned	2018-09-06T21:55:19Z
dc.date.available	2018-09-06T21:55:19Z
dc.date.issued	2018-09-06
dc.description.abstract	The study used a sequential explanatory mixed methods research design to examine the motivational and behavioral factors that underlie underrepresented female Ph.D. students’ decisions to enroll and persist in STEM-related fields. Quantitative survey data were collected using the Motivated Student Learning Questionnaire (MSLQ) along with five social and emotional well-being open-ended questions. Qualitative data were collected through focus groups. The self-regulated learning framework was used to examine the motivation/affect, behavior, and contextual factors used to inform the investigation. Findings from the study suggest specific supports that universities could implement to increase the enrollment and persistence of female Ph.D. students in STEM-related fields.	en_US
dc.identifier.uri	https://hdl.handle.net/1794/23730
dc.language.iso	en_US
dc.publisher	University of Oregon
dc.rights	Creative Commons BY-SA 4.0-US
dc.title	Understanding the Motivation of Female Ph.D. Students to Enroll and Persist in STEM-Related Fields
dc.type	Electronic Thesis or Dissertation
thesis.degree.discipline	Department of Educational Methodology, Policy, and Leadership
thesis.degree.grantor	University of Oregon
thesis.degree.level	doctoral
thesis.degree.name	D.Ed.

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