The °¼Í¹ÊÓƵ community is invited to the dissertation defense of the following candidate in the Ph.D. in Education with a concentration in Educational Psychology and Program Evaluation.
Melissa Goins
August 29, 2025
11:00 am (EST)
Location: Education Building Room 2304
Dissertation Title: Unraveling The Links Between Substance Use and Academic Motivation in Higher Education
Abstract:
Self-Determination Theory (SDT) posits that the quality of students’ motivation regulation (i.e., autonomous versus controlled) shapes both learning and health behavior, yet few studies have examined the relations among motivation regulation, alcohol and cannabis use, and achievement. In this study, I surveyed 459 undergraduates at a mid-sized public university in the southeastern United States. Participants completed the Academic Motivation Scale-College version 28 to assess autonomous and controlled motivation regulation, a typical-week alcohol grid, a seven-day cannabis grid, and self-reported grade point average (GPA). Results indicated that autonomous academic motivation was uniquely related to GPA; however, neither motivation variable related to alcohol or cannabis use once their shared variance was removed, and substance use did not mediate the motivation-achievement link. Age showed divergent slopes: before 21, each additional year was associated with higher drinking and cannabis use; after 21, drinking leveled off and cannabis use declined. Women reported marginally lower alcohol consumption than men, and students who identified with racial groups historically associated with higher prevalence of substance use earned lower GPAs than peers from lower prevalence groups. These results add contextual nuance to SDT. Consistent with prior research and theory, autonomous motivation relates positively to academic achievement even when controlling for developmental covariates and campus substance use. However, after accounting for developmental and contextual factors (including legal access at age 21), there was no relation between autonomous motivation and substance use. Practical implications include pairing autonomy-supportive advising and teaching with environmental measures (e.g., consistent policy enforcement, skills-based academic support) to promote both achievement and well-being. Limitations involve the cross-sectional, single-campus, self-report design; future longitudinal research with fine-grained substance assessments and additional SDT constructs (i.e., competence, relatedness) is recommended.
Dissertation Committee Members:
Dr. Tony Perez (Chair), Dr. Linda Bol (Member), and Dr. Matt Henson (Member)
A full copy of the dissertation may be obtained from Dr. Tony Perez
Tony Perez, Ph.D.
Associate Professor of Educational Psychology
Graduate Program Director Educational Psychology and Program Evaluation
Department of STEM Education and Professional Studies
Darden College of Education and Professional Studies
Secondary Appointment: Department of Psychology|College of Sciences
°¼Í¹ÊÓƵ
Phone: 757-683-6939
Email: acperez@odu.edu
Twitter (X): @TonyPerez2010