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

Abstract

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.