The Journal of College and University Student Housing - Volume 44, No. 2 - 35

Resident Assistant Workplace Motivation

Data Analysis Procedures

FINDINGS

The research was quantitative and utilized IBM
SPSS Statistics (version 23.0). The number,
mean, and standard deviation for each motivation factor category and the average value were
generated to determine the most prominent
motivational factors. To determine if there
were significant differences in motivational
factors as compared to certain demographic
and work environment characteristics, Multivariate Analysis of Variance (MANOVA) was
utilized. Finally, hierarchical block regression
procedures were utilized to examine certain
demographic and work environment characteristics as predictors of high levels of motivation. Two blocks were conducted. The first
block was between the motivational factors and
the demographic characteristics of gender and
race/ethnicity. The second block was between
the motivational factors and work environment
characteristics: type of residential community,
number of semesters in the RA position, and
number of students the RA is serving on the
floor/wing (Lewis, 2007).

Current Motivational Factors

Validity and Reliability
In terms of reliability, the RAMQ was found
by the original authors to have an intercorrelation of r = .21 for the six factors. This indicated
that there was a limited relationship among the
factors and that each factor was distinct (Deluga
& Winters, 1991). Deluga and Winters (1991)
also indicated that the factors were internally
rich, because all six alpha coefficient estimates
exceeded the recommended level of .70 for
Cronbach's alpha (Bell, 2002). The Cronbach's
alpha for this research indicated a high level of
internal consistency (a = .832).

The highest overall mean scores were for factor
1 (helping behaviors), with a score of 4.21. These
questions probed the RAs' interest in giving
advice, serving as a resource, and improving
the life of their residents. Following closely
behind factor 1 was factor 5 (financial obligations), with a mean average score of 4.19. These
questions probed the RAs' need to meet their
financial obligations and help pay expenses.
The third most prominent factor for why RAs
apply for the position is factor 6 (RA cohesiveness), with a mean average score of 3.85. This
set of questions included those related to the
RAs' desire to bond with other RAs and work
with the RA team. The three top responses for
why a student applies to be an RA included the
desire to help other students, the opportunity to
bond with other RAs, and the need to help meet
financial obligations. (See Table 2.)
Factor 2 (career development), with a 3.81
average mean, and factor 4 (personal growth),
with a 3.30 average mean, were next in prominence. The career development factor included
questions related to fortifying the RA's résumé
to be marketable in the workplace and help in
getting a better job after graduation. This factor
was just behind RA cohesiveness in average
mean score, with some responses to certain
questions exceeding those for RA cohesiveness.
The personal growth factor included questions
about how the RA job contributed to their
growth as individuals in terms of their becoming more assertive or confident and gaining
the respect of others. The lowest overall mean
scores were for factor 3 (desire for power), at
2.03. This factor included questions about

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The Journal of College and University Student Housing - Volume 44, No. 2

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