School of Education


Doctor of Education in Educational Leadership (EdD)


Kurt Michael


student cocurricular involvement, academic motivation, clubs and organizations involvement, course learning engagement, campus faculty experience, campus facility use


Educational Leadership


Higher education administrators, faculty, and other stakeholders desire positive student outcomes, such as persistence and academic achievement, from their student populations. Undergraduate students’ cocurricular involvement and academic motivation have previously been shown to separately have a positive correlation with such outcomes. This correlational study aimed to investigate the relationship directly between undergraduate students’ academic motivation and cocurricular involvement. Students’ academic motivation was measured using the Academic Motivation Scale College Version (AMS-C 28) and their cocurricular involvement was measured using involvement subscales from the College Student Experiences Questionnaire (CSEQ). These instruments were administered through an online survey platform to a convenience sample of full-time traditional undergraduate students enrolled at a Midwest Christian liberal arts college in the spring of 2020. Analyses were performed using the Pearson product moment coefficient to test for correlations between variables. The effect size was reported using Pearson’s r for each of the four null hypotheses. Results of this study indicate students’ academic motivation has a significant and positive relationship with their cocurricular involvement in the areas of clubs and organization involvement, course learning engagement, campus faculty experiences, and campus facility use. Recommendations for future research include repeating a similar study during a standard academic semester and using other measurements of cocurricular involvement focusing on students’ interactions with their peers, faculty, and environment for investigation.