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WHAT MOTIVATIONS AND LEARNING STRATEGIES

DO STUDENTS BRING TO INTRODUCTORY GEOLOGY?

GARNET PART 2, STUDENTS

WHAT MOTIVATIONS AND LEARNING STRATEGIES

DO STUDENTS BRING TO INTRODUCTORY GEOLOGY?

GARNET PART 2, STUDENTS

Lisa Gilbert, Karl Wirth, Jennifer Stempien, David Budd, Ann Bykerk-Kauffman, Megan Jones, Catharine Knight,

Katrien Kraft, Ronald Matheney, David McConnell, Ryan Nell, Matthew Nyman, Dexter Perkins, and Tatiana Vislova

Lisa Gilbert, Karl Wirth, Jennifer Stempien, David Budd, Ann Bykerk-Kauffman, Megan Jones, Catharine Knight,

Katrien Kraft, Ronald Matheney, David McConnell, Ryan Nell, Matthew Nyman, Dexter Perkins, and Tatiana Vislova

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Motivated Strategies for Learning Questionnaire (MSLQ)Categories Subcategories Subscales (# of questions)

Motivation Scales

Value

Intrinsic goal orientation (4)

Extrinsic goal orientation (4)

Task value (6)

ExpectancyControl of learning beliefs (4)

Self-efficacy (8)

Affect Test anxiety (5)

Learning Strategy Scales

Cognitive strategies

Rehearsal (4)

Elaboration (6)

Organization (4)

Critical thinking (5)

Metacognitive strategies Metacognition (12)

Resource Management

Time/study management (8)

Effort regulation (4)

Peer learning (3)

Help seeking (4)

MSLQ used to investigate how aspects of the affective domain varied for students

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is a self-report instrument is a self-report instrument to assess college students’ to assess college students’ motivational orientationsmotivational orientations

and their and their use of different learning strategies use of different learning strategies

for a coursefor a course

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Introductory Geology at:• University of Colorado, Boulder• University of North Dakota • North Carolina State University• California State University, Chico• North Hennepin Community College• Macalester College

Pre-semester data from 10 classes (708 students)

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none few some many none few some many

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Gender Age MajorScience Interest

Likely Sci Degree

# of HS Sci Courses

# Coll Sci Courses %

p values <0.0001 <0.0001 <0.0001 <0.0001 <0.0001 <0.0001 <0.0001IntGoal x x x x x x x 100%ExtGoal x 14%Task Value x x x x x x 86%ContLearning x x x x x x 86%Self Efficacy x x x x x x x 100%Test Anxiety 0%Rehearsal x 14%Elaboration x x x x 57%Organization x 14%CritiThinking x x x x x 71%Metacognition x 14%Timestudy x x x 43%Effortregul x x x 43%Peerlearn x x 29%Helpseeking x x x x 57%MSLQ subscales significant 8 9 5 8 8 7 6

MSLQ subscales with significant variance

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Major Prior Science Courses

MSLQ rating: Likert scale1= “not at all true of me”7= “very true of me”

Ex: “I am certain I can master the skills being taught in this course”

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Major Prior Science Courses

Ex: “When I have the opportunity in this class, I choose course assignments that I can learn from even if they don’t guarantee a good grade.”

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Gen Ed Req

Maj/Min Req

Easy Sci Course

Geology Interest

Human/Envir Interest

p values <0.0001 <0.0001 <0.0001 <0.0001 <0.0001IntGoal x x x x x 100%ExtGoal 0%Task Value x x x x x 100%ContLearning x x x 60%Self Efficacy x x x x x 100%Test Anxiety x 20%Rehearsal x 20%Elaboration x x x 60%Organization 0%CritiThinking x x x x x 100%Metacognition x x 40%Timestudy x 20%Effortregul x 20%Peerlearn 0%Helpseeking x 20%MSLQ subscales sig 5 5 6 10 7

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Significantly higher

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Significantly lower

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Intrinsic Goal Ext Goal Extrinsic GoalTask Value Task ValueCont Learn Control of LearningSelf-Eff Self-EfficacyTestAnx Test AnxietyRehears RehearsalElabor ElaborationOrganiz OrganizationCritical Think Critical ThinkingMetcog MetacognitionTime Study Time StudyEff Reg Effort RegulPeer Learn

Peer Learn

Help Seek

High >0.5High >0.5

Medium 0.3-0.5

Medium 0.3-0.5

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strategies that vary significantly by:• Gender• Age• Major• Prior Science Courses• Reason for taking course

Self-efficacy and intrinsic motivation differences reflected between demographic groups

“Reason for taking course” question highlights many learning/motivation differences