Student motivations as predictors of high-level cognitions in project-based classrooms

2014 ◽  
Vol 15 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Jonathan Stolk ◽  
Janie Harari
Keyword(s):  
Critical Thinking ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Regression Models ◽  
Cognitive Engagement ◽  
Task Value ◽  
High Level ◽  
Student Motivations ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students’ valuing of the learning tasks, adoption of internalized goal orientations, and development of personal agency. In this study, we test these relationships by generating multiple regression models that use motivational variables to predict college students’ use of elaboration and critical thinking in project-based courses. We find that elaboration strategies are significantly and positively predicted in regression models based on task value and intrinsic goal orientation or on task value and self-efficacy. Regression analyses illustrate that models based on task value and intrinsic goal orientation, in combination with either self-efficacy or extrinsic goal orientation, described students’ use of critical thinking strategies. These findings support prior research that shows that student motivations are significantly tied to their use of cognitive strategies. The findings extend the existing research base by illustrating the extent to which student motivations may be used to predict cognitive engagement in active, project-based environments.

Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing

2021 ◽  
pp. 136216882110068
Author(s):  
Lin Sophie Teng
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Task Value ◽  
Motivational Beliefs ◽  
Efl Writing ◽  
Self Regulated Learning ◽  
Motivational Regulation ◽  
Regulated Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students ( n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation were significant predictors of nine sub-factors of SRL strategies. Self-efficacy was a strong predictor of metacognitive, cognitive, and motivational regulation strategies. While linguistic self-efficacy had a significant predictive power on text processing alone, self-regulatory efficacy generated a significant effect on a collection of SRL strategies including knowledge rehearsal, goal-oriented monitoring, idea planning, peer learning, and interest enhancement. Pedagogical implications are also discussed.

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

2015 ◽  
Vol 11 (3) ◽  
pp. 77-89 ◽  
Author(s):  
Salah Zogheib
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Computer Technology ◽  
Self Efficacy ◽  
Computer Use ◽  
Computer Training ◽  
Technology Experience ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal ◽  
Computer Courses

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers' self-efficacy, control of learning beliefs, value-related beliefs--intrinsic goal orientation, extrinsic goal orientation, and task value--prior computer technology experience, frequency of computer use for general purposes, and computer use in single computer courses. Participants in the study were 227 preservice teachers enrolled in a one year bachelor's of education program. Regression analyses yielded significant results about the frequency of computer use for general purposes and intrinsic goal orientation. Self-efficacy and prior computer technology experience were significantly correlated with computer use in single computer courses. The findings send a clear message about the necessity to consider preservice teachers' beliefs, personal use of computer technology, and prior computer technology experience when designing computer courses.

scholarly journals Nursing students' motivation and learning strategies

2020 ◽  
Vol 17 (1) ◽  
pp. 32-48
Author(s):  
Tuğba Gün ◽  
Yildiz Denat
Keyword(s):  
Nursing Students ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Nursing Profession ◽  
And Performance ◽  
Motivation And Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

This research is a descriptive and analytical study conducted in order to determine the nursing students' motivation and learning strategies with the affecting factors. The population of the study consisted of 648 students at nursing department of one university in the west of Turkey. Data collection was carried out using the "Student Information Form" and "Scale of Motivation and Learning Strategies".  Average scores of intrinsic goal orientation, task value and test anxiety in female students and control beliefs in male students were found to be significantly high (p<0.05) in the study.  The intrinsic and extrinsic goal orientation score averages of the 1st-grade students were found to be significantly higher than the 3rd and 4th graders and their self-efficacy for learning and performance score averages were found to be higher than of the 2nd 3rd and 4th graders.  The task value of students who chose nursing profession willingly or partially willingly, the self-efficacy for learning and performance and test anxiety of those willing the profession of nursing, of those reading books regularly the intrinsic goal orientation and self-efficacy for learning and performance score averages were found to be significantly high. The elaboration and organization, metacognitive self-regulation, time and study environment strategy average scores of the female students participating in the study, and peer learning average scores of the male students participating in the study were found to be significantly high. The average scores of rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation of the student who read books regularly were found to be significantly high. Elaboration, organization, critical thinking and help-seeking score averages of those who did not choose the nursing profession willingly were found to be significantly low (p<0.05). As a conclusion, it was found that the nursing students have been motivated mostly by intrinsic goal orientation and least motivated by test anxiety. Moreover, it was noted that gender, grader, willingness in choosing nursing profession and habit of reading books regularly have affected the students' motivation and learning strategies. It is considered that this research will constitute data for other studies and it will be as a guide for the organization of nursing education activities, fulfilling educational goals and providing quality education. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırma, hemşirelik öğrencilerinin güdülenme ve öğrenme stratejileri ile etkileyen etmenleri belirlemek amacıyla yapılmış, tanımlayıcı ve analitik bir çalışmadır. Araştırmanın örneklemini Türkiye’nin Batısındaki bir üniversitesinin Hemşirelik Bölümü’nde öğrenim görmekte olan 648 öğrenci oluşturdu. Araştırma verileri “Öğrenci Bilgi Formu” ve “Güdülenme ve Öğrenme Stratejileri Ölçeği” ile toplandı. Araştırmada kız öğrencilerin içsel hedef, görev değeri ve sınav kaygısı, erkek öğrencilerin ise öğrenme kontrolü inancı puan ortalamaları anlamlı derecede yüksek bulundu (p<0.05).  1. sınıf öğrencilerin içsel ve dışsal hedef puan ortalamalarının 3. ve 4. sınıflara göre, öz yeterlilik puan ortalamalarının ise 2. 3. ve 4. sınıflara göre anlamlı düzeyde daha yüksek olduğu saptandı. Hemşirelik mesleğini isteyerek ve kısmen isteyerek seçen öğrencilerin görev değeri, hemşirelik mesleğini isteyenlerin ise ayrıca öz yeterlilik ve sınav kaygısı, düzenli kitap okuyanların içsel hedef ve öz yeterlilik puan ortalamalarının anlamlı düzeyde yüksek olduğu saptandı. Araştırmaya katılan kız öğrencilerin açımlama ve düzenleme, metabilişsel stratejiler, zaman ve çalışma ortamı yönetimi, erkek öğrencilerin ise akran işbirliği stratejileri anlamlı düzeyde yüksek bulundu.1.sınıf öğrencilerinin açımlama ve eleştirel düşünme, metabilişsel, akran işbirliği yönetimi ve yardım isteme stratejileri, düzenli kitap okuyan öğrencilerin ise yineleme, açımlama, düzenleme, eleştirel düşünme ve metabilişsel stratejileri puan ortalamaları anlamlı düzeyde yüksek bulunmuştur. Hemşirelik mesleğini istemeyerek seçen öğrencilerin açımlama, düzenleme, eleştirel düşünme ve yardım isteme stratejileri puan ortalamaları anlamlı derecede düşük saptanmıştır (p<0.05). Sonuç olarak hemşirelik öğrencilerinin en fazla içsel hedef, en az sınav kaygısı ile güdülendikleri, cinsiyet, sınıf, hemşirelik mesleğini seçmedeki isteklilik ve düzenli kitap okuma alışkanlığının öğrencilerin güdülenme ve öğrenme stratejilerini etkilediği saptandı. Bu araştırmanın diğer çalışmalara veri oluşturacağı, hemşirelik eğitimi etkinliklerini düzenleme, eğitim hedeflerine ulaşma ve kaliteli bir eğitim sağlamada yol gösterici olacağı düşünülmektedir.

scholarly journals Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

2014 ◽  
Vol 41 (2) ◽  
pp. 218
Author(s):  
Edy Purwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Task Value ◽  
School Students ◽  
Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

scholarly journals The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom

10.28945/4131 ◽  
2018 ◽  
Vol 17 ◽  
pp. 471-484 ◽  
Author(s):  
Mik Fanguy ◽  
Jamie Costley ◽  
Christopher Lange ◽  
Matthew Baldwin ◽  
Seunglock Han
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Future Research ◽  
Valuable Insight ◽  
Video Lecture ◽  
Conflicting Information ◽  
Video Lectures ◽  
E Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.

How Mentorship, Critical Thinking, and Self-Efficacy Impact Pre-Service Teachers and Teacher Educators in P-12 and Higher Education

2019 ◽  
pp. 37-54
Author(s):  
Paris Ryan
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
School District ◽  
Teacher Efficacy ◽  
Self Efficacy ◽  
Teacher Educators ◽  
High Level ◽  
The Impact ◽  
University Setting

This chapter researches the impact of mentorship, critical thinking, and self-efficacy and each of their influences on pre-service teachers and teacher educators in both the P-12 system and in higher education. This work delves into why each of those aspects—having a mentor, understanding critical thinking and its various strategies, and focusing on having a high level of self-efficacy and teacher efficacy—are critical for a successful educator in both a school district and a university setting.

scholarly journals The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

2016 ◽  
Vol 9 (3) ◽  
pp. 12 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim
Keyword(s):  
Reading Comprehension ◽  
Goal Orientation ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Test Scores ◽  
Self Efficacy ◽  
Control Group ◽  
Mastery Goals ◽  
High Level ◽  
Academic Self Efficacy

<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>

The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

2014 ◽  
Vol 10 (3) ◽  
pp. 60-76 ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Expectancy Value ◽  
Quasi Experimental ◽  
The Impact

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.

Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

2017 ◽  
pp. 121-140
Author(s):  
Jennifer R. Banas ◽  
Cynthia S. York
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Quasi Experimental ◽  
Integrate Technology ◽  
And Control ◽  
The Impact

In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers' motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers' motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.

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