Thinking About My Future While Sitting in Science Class: Future Thinking and Motivation to Learn
| dc.contributor.advisor | Graham, Matthew | |
| dc.contributor.advisor | Husman, Jenefer | |
| dc.contributor.author | Smith, Madeleine | |
| dc.contributor.author | Vuong, Jennifer | |
| dc.date.accessioned | 2021-07-27T16:55:22Z | |
| dc.date.available | 2021-07-27T16:55:22Z | |
| dc.date.issued | 2021 | |
| dc.description | 1 page. | |
| dc.description.abstract | What makes a successful student in a college science class? Do the goals students' have and their confidence influence student motivation to be self-regulated learners? Research has demonstrated that when students are focused on learning goals (rather than performance goals), understand how the course is essential in achieving their future goals, or are confident; they are more self-regulated learners. Prior research has focused on which of these factors have the strongest relation to self-regulated learning. However, it may be more accurate to consider how these aspects of motivation (valuing of the course, confidence, and types of goals) work in consort, rather than individually, to influence students' motivation for self-regulated learning. The present study will use a profiling approach to identify and find the relation between patterns in students' motivation and self-regulated learning and performance in a science course. Participants were 385 students enrolled in an introductory science course at a large Northwest state university. Participants completed a self-report questionnaire on their future thinking, goals, confidence, self-regulation, and knowledge-building strategies. Preliminary analysis with bivariate correlations showed a strong to moderate correlation between motivation, self-regulation, and student performance ranging from r = .49 to r = .10, p < .05. Cluster analysis will be used to create profiles based on multiple aspects of students' motivation and how different profiles relate to students' self-regulation and performance. Understanding different profiles based on patterns of motivation is essential to constructing targeted interventions to support students' success in science and other STEM fields. | en_US |
| dc.format.mimetype | application/pdf | |
| dc.identifier.orcid | https://orcid.org/0000-0002-3042-1434 | |
| dc.identifier.uri | https://hdl.handle.net/1794/26472 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | CC BY-NC-ND 4.0 | |
| dc.subject | goal orientation | en_US |
| dc.subject | self-regulation | en_US |
| dc.subject | motivation | en_US |
| dc.subject | learning profiles | en_US |
| dc.subject | perception of instrumentality | en_US |
| dc.title | Thinking About My Future While Sitting in Science Class: Future Thinking and Motivation to Learn | |
| dc.type | Presentation |