Abstract
In the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and self-assessment accuracy in the domain of biology. A sample of 342 secondary school students participated in our study. Latent profile analysis resulted in four motivational profiles: (a) good-quality profile (high autonomous motivation, moderate introjected and external motivation), (b) moderately positive profile (moderate motivation levels with relatively higher autonomous motivation), (c) moderately negative profile (moderate motivation levels with relatively higher external motivation), and (d) poor-quality profile (moderate external, low autonomous motivation). Findings showed students with good-quality or moderately positive profiles learned more from the video modeling in terms of problem-solving and self-assessment accuracy than students with poor-quality or moderately negative profiles. Furthermore, students with a moderately negative profile outperformed students with a poor-quality profile on problem-solving and self-assessment accuracy. Results further indicated that students with good-quality and moderately positive profiles experienced studying the video modeling examples as less effortful than students with poor-quality or moderately negative profiles. Overall, our results demonstrated that knowing about students’ motivational profiles could help explain differences in how well students learn problem-solving as well as self-assessment skills from watching video modeling examples.
Highlights
The poor-quality profile, characterized by moderate external motivation combined with low levels of intrinsic, identified, and introjected motivation, was especially associated with poorer posttest performance and self-assessment accuracy after studying
The current study examined the relation of situation-specific motivational profiles from a self-determination perspective with problem-solving performance, self-assessment accuracy, and mental effort after studying self-assessment video modeling examples
The video modeling examples have been shown to be generally effective in promoting learning and self-assessment accuracy and reducing mental effort, our results show that the quality of students’ motivation can affect the extent to which video modeling examples are beneficial
Summary
Motivation is viewed from the perspective of self-determination theory (SDT). Baars and Wijnia (2018) investigated whether students with various motivational profiles had different learning outcomes and self-assessment accuracy after watching video modeling examples. They showed that students with a poor-quality motivation profile scored lower on the biology problems and self-assessment accuracy after watching video modeling examples than students with good-quality or moderate motivational profiles They did not assess students’ self-assessment accuracy before studying. In addition to learning outcomes and self-assessment accuracy, we will, measure students’ mental effort invested while studying the video modeling examples and while solving the heredity problems during the posttest. In addition to learning outcomes and self-assessment accuracy, we examined whether differences in motivational profiles can affect subjective mental effort ratings while studying video modeling examples and solving the biology problems during the posttest. Hypothesis 4 Students’ motivational profiles are associated with students’ subjective mental effort ratings
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