Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Second Advisor
David Stevens
Committee Members
Leigh Carter
Call Number
LD 251.A566d 2024 M64
Abstract
The study’s purpose is to determine how student voice, empowerment, and empathy influence student motivation to affect student leadership, impactor identity, and academic achievement, students long-term, and the school culture at large. The self-determination theory is the study’s conceptual framework, which assumes individuals are behaviorally driven by the need to grow and gain fulfillment using the internal universal needs of competency, autonomy, and relatedness. Based upon a case study design with a reflexive latent thematic analysis, the researcher collected qualitative data using snowball sampling from students, teachers, and school leaders from a local junior high who each participated in a semi-structured zoom interview four-to-six years after participating in the Social Impact Project. The results confirmed the literature’s implications in that student voice, empowerment, and empathy positively influence student motivation with positive outcomes on academic achievement, student leadership, and impactor identity. Participants additionally expressed positive long-term effects on students and an enhanced school culture. With these findings, the researcher recommends educators consider ways to incorporate student voice, empowerment, and empathy tasks, such as the Social Impact Project, into school curriculums and campus-wide activities.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Moffit, Jayna Lise, "Effect of Social Impact Project on Student Motivation, Engagement, and Achievement" (2024). Student Theses and Dissertations. 17.
https://arch.astate.edu/all-etd/17
