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Ellis-Harrison  \nThe University of North Carolina-Greensboro  \nStudent motivation in higher education has changed over time andwill continue to change, especially with the COVID-19 pandemic and the shift to online learning. Life priorities such as work, family, health, emotional and psychological needs often impact college students who still take classes and possibly work for an on-campus organization such as a communication center (Crone & MacKay, 2007) . Communication centers are a resource that students can go to for oral communication assistance but an often-overlooked part of the communication center are the student tutors who do most (if not all) of the consulting with those who utilize their services. Some student tutors may only work a semester or two with their center but many choose to stay and work even longer with some working past their undergraduate years and into graduate school. But why? This research study seeks to find the motivating factors for communication center tutors and what keeps them returning to work. This study presents results from several years of data collection from over 100 student tutors that illuminates why tutors stay with the organization and ways that faculty supervisors and directors can further motivate their tutors to want to return semester after semester. While motivation research has looked at many dimensions of classroom learning and motivational aspects of peer tutoring in other settings, there is no current research on motivational aspects of  \npeer tutoring in communication centers.  \nLiterature Review  \nCommunication Center Tutors  \nCommunication center tutors are trained to listen to the assignment requirements and needs of the student and provide targeted feedback for improvement (Yook, 2006) . Tutors work with the student toward creating a clear rhetorical purpose (Berry, 2017) which sets the foundation for how to organize and ultimately deliver the presentation. As peers to the students they help, they can sympathize with their tutees’situation, offer a non-authoritative perspective, and are considered an ally to the student (Turner & Sheckels, 2015) . Power dynamics often seen in classrooms between teacher and student are almost eliminated because sessions are facilitated outside of the classroom environment and tutors are also students.  \nTutors do not do the work for the tutee, but rather offer information and suggestions to help the tutee create a stronger presentation. Communication center tutors should have some common attributes needed to be helpful assistants and to create a positive learning environment. Such attributes include being welcoming, responsive toa tutees’ concerns, identifying and making suggestions, and asking questions that will help the tutee discover both the problems of their presentation and possible solutions (Turner & Sheckels, 2015) .  \nCommunication Center Journal 74  \nVol. 7, No. 1, 2021  \nStudent Motivation  \nEducation is concerned with how people learn within multiple levels of organizational, social, and cultural groups. These factors, in combination with the internal processes of the individual, impact motivation and affect both cognitive growth and actions (Schoen, 2011) . When students realize they have control of an activity, such as their schooling, they find it in their interest to learn and become engaged (Roth, 2012) . Margolis (2005) describes motivation as \"the desire to achieve agoal, the willingness to engage and persist in specific subjects or activities\"(p. 223) . The focus of student motivation is whether or not students have made educational activities a true priority and if they have chosen to fully invest their time and energy into their college experiences (Crone & MacKay, 2007) . Through increased levels of motivation, students believe they have the confidence and capacity to achieve (Nukpe, 2012) . Student","cbCaiasJRrW1SfA2","https://ap.wps.com/l/cbCaiasJRrW1SfA2","pdf",179580,"English","# Literature Review\n## Communication Center Tutors\n## Student Motivation\n## Tutor Motivation\n## Intrinsic and Extrinsic Motivation","[{\"question\":\"What is the research focused on regarding communication center tutors?\",\"answer\":\"The research seeks the motivational factors that explain why communication center student tutors continue returning to work over time.\"},{\"question\":\"How does the article describe the role of communication center tutors?\",\"answer\":\"Tutors listen to assignment needs, provide targeted feedback, help students develop a clear rhetorical purpose, and guide improvements without doing the work for the student.\"},{\"question\":\"What motivational framework does the article discuss for intrinsic and extrinsic motivation?\",\"answer\":\"Intrinsic motivation is described as engaging in tasks for enjoyment, learning, or accomplishment, while extrinsic motivation involves performing tasks for external rewards or avoiding negative outcomes.\"}]","Communication Center Journal 73 - Vol. 7 - No. 1 - 2021 - Motivational factors of communication center tutors | PDF",1792088608,25]