Intrinsic Goal Orientation Research Articles

Case Study of How Turkish University Students Improve Their Biochemistry Achievement

Biochemistry courses have an important place as a common subject in faculties of medicine, food engineering, biology and chemistry. MSLQ, Metacognitive Awareness Inventory and Learning Approach Questionnaire were used. The study also involves repeated observations of the same instructor in a biochemistry class over eight weeks to describe students’ academic performance, instructor practice, teaching methods and generally, learning environment in the biochemistry class. Students achieving the two highest scores, two average scores and the two lowest scores from biochemistry exams were selected for in-depth interviews and results demonstrated that self-efficacy, intrinsic goal orientation, task-value, cognitive strategies such as critical thinking ability and elaboration, metacognitive self-regulated strategies and effort regulation may have a considerable importance in students’ biochemistry achievement. Results of the study also revealed that levels of students’ awareness of what and how they monitor in their biochemistry learning process has an important effect on their biochemistry success.

Evaluation of a Web-Based Social Network Electronic Game in Enhancing Mental Health Literacy for Young People

BackgroundInternet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated.ObjectivesThe aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined.MethodsA pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs.ResultsThe sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people’s mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants’ self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant.ConclusionsElectronic games implemented through social networking sites appear to effectively enhance users’ mental health literacy.

The effect of blog use on self-regulatory learning of prospective German language teachers

The purpose of the study was to examine the effect of blog use on self-regulatory learning of prospective German language teachers. The study is semi-experimental. Pretest-posttest, experiment control model was used. Blog activities were conducted as extensive beyond classroom activities only for the experiment group. As the data collection tool Motivated Strategies for Learning Questionnaire scale was used. During the data analysis Mann Whitney U-Test for Independent Samples and Wilcoxon Singned Rank Test for Paired Samples were used. Although, at the initial stage of the study both groups were at similar self-regulatory learning level, at the end of the study it was found that blog use influenced self-regulatory learning of the experimental group in terms of intrinsic goal orientation and task value. Moreover, a significantly positive difference was found among pretest-posttest results, intrinsic goal orientation and time and study environment dimensions of prospective German language teachers. The findings of the study revealed that a learning process supported by blog use applications positively influences various self-regulatory learning dimensions of prospective teachers.

Predicting Academic Procrastination during Self-Regulated Learning in Iranian first Grade High School Students

Problem StatementProcrastination is a common phenomenon, that is mainly observed in school settings. Recognized as a self regulatory failure; procrastination is believed to adversely affect students’ academic achievements. Research exploring the relationship between self-regulated learning and procrastination is lacking. Purpose of StudyIn the current study, the role of self-regulated learning strategies as a predictors of academic procrastination was assessed. Furthermore the relationship between gender differences in academic procrastination and self-regulated learning was examined. Research MethodsTwo hundred and fifty (121 females, 129 males) Iranian first grade high school students completed “The Motivated Strategies For Learning questionnaire” and “Procrastination Assessment Scale-Student”. FindingsMultiple regression results indicated that academic procrastination was negatively correlated with Intrinsic Goal Orientation, Extrinsic Goal Orientation, Metacognitive Self-Regulation, Time/Study Environmental Management and Effort Regulation. Furthermore Organization was the positive predictor of academic procrastination. Finally independent t-test revealed no significant differences across genders in academic procrastination. Manova test showed that female students used rehearsal, effort regulation and peer learning Strategies significantly more than male students. ConclusionsFindings are discussed with regard to prior research on self-regulated learning and procrastination and to future research. Finally strategies to overcome procrastination through self-regulated learning are suggested.

Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics

AbstractThis paper aims to provide a rationale for the utility of corrective feedback (CF) in digital games designed for language learning, with specific reference to learners’ perceptions. Explicit and elaborate CF has the potential to increase learners’ understanding of language, but might not be found useful in a game-based learning environment where the primary focus for the learner is on meaningful interaction and experiential learning. Also, as CF can be perceived as a measure of performance, it could harm learners’ perception of competence. Eighty-three learners of English as a foreign language participated in a mixed-method experimental study that aimed to first explore the perceived usefulness of, and preferences for, explicit and implicit CF in an immersive educational game, and to secondly chart the relation between learners’ perceptions of CF as they pertain to three individual difference factors related to learners’ self-perception, namely intrinsic goal orientation, perceived competence and game experience. Survey and interview data showed that CF was found to be generally useful. A regression model indicated that the three measures of self-perception affected learners’ perceptions of explicit CF positively, and that there was no impact on perceptions of implicit CF. Further, learners reported having enjoyed the implicit CF, although they did not find it particularly useful for learning. These findings indicate that the type of CF should be considered in the design of effective and enjoyable educational games.

The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course

In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students’ perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to test a path model describing the mediating effects of motivation and attitudes on learning environments and course performance. The study considered contemporary understanding of teaching and learning, as well as motivation and attitudes, in suggesting a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of learning environments for undergraduate non-major biology courses. Among the classroom learning environment variables assessed in this study, personal relevance was the major contributor to predicting attitudes, motivation and course performance. Although the classroom learning environment had a very weak direct effect on course performance, there was a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate total effect on attitudes toward biology. Attitudes toward biology had a moderate direct effect on self-efficacy. While attitudes toward biology was significantly correlated with course performance, the direct effect was extremely weak and was dropped from the model. However, attitudes toward biology had a moderate indirect effect on course performance due to the mediating effects of self-efficacy. Self-efficacy had a strong direct effect on course performance and therefore seemed to be particularly important. The model tested in this study explained 33 % of the variance in course performance, 56 % of the variance in self-efficacy, 24 % of the variance in attitudes toward biology, and 18 % of the variance in intrinsic goal orientation. To improve course performance, instructors should focus on building self-efficacy among their students and ensure that students find the course personally relevant.

Gender and stereotypes in motivation to study computer programming for careers in multimedia

A multimedia university programme with relatively equal numbers of male and female students in elective programming subjects provided a rare opportunity to investigate female motivation to study and pursue computer programming in a career. The MSLQ was used to survey 85 participants. In common with research into deterrence of females from STEM domains, females displayed significantly lower self-efficacy and expectancy for success. In contrast to research into deterrence of females from STEM domains, both genders placed similar high values on computer programming and shared high extrinsic and intrinsic goal orientation. The authors propose that the stereotype associated with a creative multimedia career could attract female participation in computer programming whereas the stereotype associated with computer science could be a deterrent.

Students’ interest and expectancy for success while engaged in analysis- and creative design activities

Inasmuch as design is a central activity in K-12 engineering education, understanding the students’ motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students’ interest and expectancy for success while engaged in two design activities in grades 9–12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students’ interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students’ expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students’ expectancy for success. Demographic information associated with students’ motivation in the design activities is also presented.

Efficiency of task based learning and traditional teaching on self-regulated education

The shift from behaviourism to cognitivism in educational physiology has replaced an increasing responsibility on learners for their own learning and self regulated learning has become a frequent area of educational research. In this context, the study conducted a Quasi-Experiment to examine the efficiency of task-based learning (TBL) and traditional instructional approaches on various facets of students self regulated education, including motivation and learning strategies with help of MSLQ. Participants included 61 Periyar University PG students from 2 Intact classes (TBL & non-TBL) Instructed by the same environmental economics teacher. Non-TBL group with teacher-centred, text bookoriented traditional instruction; they taught the experimental group with task based learning in which students worked with ill-structured problems. Results revealed that TBL students had higher levels of intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation and peer learning compared with control-group students. Keywords: Task based learning, problem based learning, self regulation, motivated strategies learning questionnaire (MSLQ).

In the right placement at the right time? An investigation of the psychological outcomes of placement learning

Work integrated learning (WIL) provides an authentic experience of work practices in an occupational setting and the opportunity to develop personally and professionally. We examined whether psychological differences exist between WIL and non-WIL students (n=802), and if these differences intensify through multiple experiences. The results suggest that more work-related experiences a student had, the more hope, agency, intrinsic goal orientation and academic self efficacy they reported (p<0.05). Thus it is not simply a question of the right placement at the right time, but that WIL is most influential when students consistently build on the gains they make via multiple experiences.

Role of motivation in the moral and religious judgment of mathematically gifted adolescents

In this paper we investigate whether the level of motivation among mathematically gifted adolescents is related to their moral and religious judgment. The sample consists of first‐year students (N = 20) at a Finnish private and independent boarding school specializing in mathematics. We formulated the following research questions: (RQ1) Is the level of motivation related to moral judgment? (RQ2) Is the level of motivation related to religious judgment? (RQ3) Does motivation play a moderating role between moral and religious judgment? The results showed that intrinsic goal orientation was related to moral judgment (RQ1), fear of failure was related to religious judgment (RQ2), and intrinsic goal orientation played a moderating role between moral and religious judgment.

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

Motivation Orientation Used by Taiwanese Applied English Majors in the English Journalism Course

This research emphasized finding the motivation orientation Taiwanese Applied English majors used in an elective course named ”English Journalism.” The researcher used the sequential embedded mixed method approach to collect and analyze both quantitative and qualitative data. The quantitative findings indicated that a positive correlation existed between Applied English majors' intrinsic goal orientation and extrinsic goal orientation. In addition, the length of time studying English was proven a factor influencing students' motivation orientation. How ever, the findings showed there was no significant difference between males' and females' use of motivation orientation in the course. The qualitative findings showed that most interviewees used intrinsic motivation in this course, especially low-achieving students. Most of the interviewees thought the course materials could help them improve their English competency. The findings also showed that identified high-achieving students used more extrinsic goal orientation and task value than identified low-achieving students did.

Do LEGO® Mindstorms® motivate students in CS1?

The purpose of the research study described in this paper was to investigate the effectiveness of using LEGO Mindstorms robotic activities to influence student motivation in an introductory university computer programming course. Various aspects relating to student motivation were measured using the Motivated Strategies for Learning Questionnaire. Tests revealed no statistically significant differences between groups in relation to intrinsic goal orientation, task value, control of learning beliefs, self-efficacy, and test anxiety at the alpha = .05 level. The experiment did detect a statistically significant difference between groups in relation to extrinsic goal orientation. The LEGO group, however, showed a larger decrease in levels of extrinsic goal orientation, suggesting they were less motivated in learning the material for rewards such as grades. While this is not necessarily a bad thing, ideally a decline in extrinsic goal orientation would be accompanied by a statistically significant increase in intrinsic goal orientation suggesting students were instead motivated because they were interested in the content of the material. This was not the case in this study. Despite the lack of positive quantitative results, responses to student follow-up questions suggest that at least some of the students enjoyed the LEGO Mindstorms activities. A discussion of possible factors influencing these results is provided.

Implications of task structure on self‐regulated learning and achievement

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students.

Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory.

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic psychological needs. According to the match perspective, experimental extrinsic, compared to intrinsic, goal framing should enhance learning and performance for learners who personally hold a stronger extrinsic than intrinsic goal orientation, as these learners' personally held goals match with the situationally induced goals. An experimental field study among 5th-6th grade children shows that extrinsic goal framing resulted in poorer autonomous motivation, conceptual (but not rote) learning, and persistence compared to intrinsic goal framing, irrespective of participants' personal intrinsic versus extrinsic goal orientations and their spontaneous perception of the learning activity as serving an intrinsic or an extrinsic goal. The authors conclude that teachers can best promote intrinsic goals, even when facing students who personally hold a stronger extrinsic than intrinsic goal orientation.

Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation

In this study, a path model was utilised to model the relationships among motivational beliefs, metacognitive strategy use, and effort regulation in science courses. There were 391 high‐school students participating in the study. The Motivated Strategies for Learning Questionnaire was used to measure students' motivational beliefs, metacognitive strategy use, and effort regulation. Results showed that intrinsic goal orientation, beliefs about value of a task, control of learning beliefs, and self‐efficacy for learning and performance were predictors of students' metacognitive strategy use. Effect of motivational beliefs on effort regulation was mediated through metacognitive strategy use. In addition, the path model revealed interrelationships among motivational beliefs. It was concluded that students should have motivation to use metacognitive strategies and engage in a task.

Exploring the relationships between students' academic motivation and social ability in online learning environments

This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that define social ability. In addition, the multivariate multiple regression analyses indicate that different motivational constructs vary in their relationships with the multiple social ability factors. Intrinsic goal orientation is related to perceived peers social presence. Self-efficacy explains the variance of perceived instructor social presence and comfort with sharing personal information. Task value is associated with social navigation and both perceived peers and instructor social presence. Additional studies are needed to replicate the current findings and further explicate social ability in online learning, to continue to improve the social ability instrument, and to examine the value of other academic motivation beliefs in predicting social ability as well as that of social ability in predicting learning outcomes.

Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom

This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically, students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’ goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles of both personal and contextual factors affecting student motivation and learning.

The Effect of a Hypermedia Learning Environment on Middle School Students' Motivation, Attitude, and Science Knowledge

This study examined the effect of a hypermedia-enhanced problem-based learning environment in astronomy on sixth-graders' science knowledge, attitude toward learning science, and motivation toward learning. It was found that the students had significantly increased their science knowledge from pretest to posttest and also retained much of what they had learned after two weeks. Students' attitudes toward science and their intrinsic goal orientation were significantly higher after using the technology application. Students' science knowledge scores were positively related to their attitudes and intrinsic goal orientation. Such findings suggested that this hypermedia learning environment had a positive impact on the sixth-graders.