Millennials’ Motivation: Theoretical Observations,

Empirical Insights, and Implications for Pedagogy

Abraham Flanigan Dr. Alisha Francis

Northwest Missouri State University

Hello, and Welcome!

What are we going to get out of this presentation?

Why is it important?

Empirical examination of the vast amounts of theoretical literature.

Who are the Millennials? Cultural factors influencing

Millennials• Social, Familial, Educational

The popular press• Howe & Strauss (2000)

Empirical findings• CIRP surveys

The Current Work Method

• Academic Motivations Inventory (AMI) 11 of 16 subscales retained due to alpha levels (.68

and higher). 5 item likert-type response options.

• Two archival convenience samples (SP09 & FA10)

Analysis• Chi-Square “Goodness of Fit”• All significant at the p < .001 level.

Let’s have a look at what we found…

Hypothesis #1: Discouraged about School Hypothesized Millennials would score highly on

the measure for Discouraged about School.

Hypothesis #2: Debilitating Anxiety Hypothesized Millennials would score highly on

the measure for Debilitating Anxiety.

Hypothesis #3: Competing Motives Hypothesized Millennials would score low on

Competing Motives.

Hypothesis #4: Influencing Motives Hypothesized Millennials would score low on

Influencing Motives.

Hypothesis #6: Withdrawing Motives Hypothesized Millennials would score low on

Withdrawing Motives.

Hypothesized Millennials would score highly on the measure of Economic Orientation.

Hypothesis #5: Economic Orientation

Hypothesis #7: Achieving Motives Hypothesized Millennials would score highly on

Achieving Motives.

What are the results telling us? Importance of classroom experiences

• Active and collaborative vs. Passive and isolated

Implications for instructors Moving away from traditional

teaching methods

Contact Us Dr. Alisha Francis

• alishaf@nwmissouri.edu

Abe Flanigan• abrahamflanigan@gmail.com