The role of the linked learning approach in student self-efficacy (personal agency) and motivation in low, mid-low, mid-high, and high poverty school settings

This study explored personal agency and motivation of students enrolled in Linked Learning Pathways across low, mid-low, mid-high, and high poverty school settings. Specifically, the study examined student personal agency beliefs, goal setting practices, and student emotional connectedness. The researcher aimed to examine student perceptions of Linked Learning pathway experiences. A convergent parallel and transformative mixed method approach (Creswell, 2014) was used to better understand student experiences across poverty levels. The study extended to explore reasons why differences in experiences did or did not exist. Data were collected from four high school districts and seven school sites in Central California. A total of 293 students participated in a 35-question online survey which measured patterns of adaptive learning. A representative sample of 14 survey participants engaged in semi-structured focus group interviews consisting of a total of eight questions regarding pathway experiences.