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Dissertation Abstract

The Impact of Motivation to Lead on College Students' Cocurricular Involvement

Robert C. Pepper
April 2009

This exploratory research examined the impact of motivation to lead on college students' cocurricular involvement. The question driving this research was: Is motivation to lead a predictor of cocurricular student involvement? A 52-item questionnaire that included the Motivation to Lead Self-Report Questionnaire (Chan & Drasgow, 2001) was used to measure the variables of interest. The sample consisted of 550 undergraduate students at a private residential Christian college. Motivation to lead was found to be correlated with quantity of student involvement, quality of student involvement, and total student involvement. Stepwise multiple regression analysis was used to calculate the best weighted linear combination of the variables of interest as well as the covariates. Results indicated that high school involvement, housing, academic interest, year in college, social normative motivation to lead, and working off campus predicted quantity of student involvement. Further, total high school involvement, year in college, off campus work, total work, affective identity motivation to lead, and housing predicted quality of student involvement, total high school involvement, year in college, housing, academic interest, and off campus work. Finally, affective identity motivation to lead predicted total student involvement. Implications and recommendations for future research are also discussed.