Will It Benefit My Career? Second-Year College Students’ Motivations for High-Impact Practices
Bibliographic Data
| ID | 17817549 |
|---|---|
| Authors | Amarjargal Mendee (0000-0003-2050-6079, Iowa State University, corresponding author), Ann Gansemer-Topf (Iowa State University) |
| Year | 2026 |
| Volume | 63 |
| Issue | 3 |
| Pages | 1-13 |
| Publication date | 2026-03-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Student Affairs Research and Practice (JOURNAL) |
| Journal identifiers | ISSN: 1949-6605 • E-ISSN: 1949-6591 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/19496591.2026.2622060 |
| OpenAlex | W7140364346 |
| Language | EN |
| References cited | 26 |
High-impact practices (HIPs) can improve and enrich student experiences. These practices are especially impactful for second-year students, but little is known about their motivation for HIPs. Through focus groups with 19 students, our qualitative study presents that achieving career and personal development, as well as receiving environmental support, are key motivating factors for second-year students. We discuss the challenges experienced by students and share practical implications for student affairs professionals who implement and develop HIPs.
Focus group · Higher education · Qualitative research · Semi-structured interview · Higher Education Research Studies · Indigenous and Place-Based Education · Service-Learning and Community Engagement
Motivation and Education
Autonomy, competence, and relatedness in the classroom
Self-determination theory
Participation in High-Impact Practices
Illuminating the Post-Graduation Impact of Undergraduate Participation in High-Impact Practices Using Propensity Score Analysis with Structural Equation Modeling
Listening to People
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Power and positionality
| Highly cited | No |
|---|