Using data from the Wabash National Study of Liberal Arts Education, we analyzed whether certain precollege characteristics and experiences predicted students’ academic motivation when entering their first year of college. Results indicated that some precollege experiences positively predicted students’ academic motivation at the start of college, including certain minoritized identities, such as holding non-U.S. citizenship status, being a first-generation student, and being low-income; as well as higher measures of academic achievement and engagement, such as a higher high school GPA, a higher frequency of participation in high school extracurriculars, and a higher frequency of interacting with teachers. Conversely, higher ACT/SAT scores and higher reported frequency of socializing with friends negatively predicted students’ precollege levels of academic motivation. Implications for institutions of higher education, including faculty staff, as well as for high school guidance counselors, are considered.

利用沃巴什国家文科教育研究的数据，我们分析了某​​些大学预科特征和经历是否可以预测学生进入大学第一年的学业动机。结果表明，一些大学前的经历可以积极预测学生在大学开始时的学业动机，包括某些少数群体身份，例如持有非美国公民身份、第一代学生和低收入群体；以及更高的学业成就和参与度衡量标准，例如更高的高中 GPA、更高的高中课外活动参与频率以及更高的与老师互动的频率。相反，较高的 ACT/SAT 分数和较高的与朋友交往的频率会负面预测学生上大学前的学业动机水平。考虑了对高等教育机构（包括教职员工）以及高中辅导员的影响。