Assessing Motivation in General Education

• In Event: Poster Session 3
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

As college students increasingly view the purpose of postsecondary education as preparation for future employment, coursework that is not obviously and directly related to career goals—such as general education (GE)—may engender negative attitudes, low motivation, and poor learning outcomes. Using motivational constructs from expectancy-value theory, the current study examines a random sample (N=808) of students’ attitudes toward specific areas of the GE curriculum (e.g., arts and humanities, natural sciences). Results showed that students’ motivation for GE varied by curricular area. Furthermore, motivation for a particular area was related to students’ academic major. This research illustrates a methodologically sound and theoretically-driven approach to studying attitudes toward GE and provides initial guidance for the effective use of motivation interventions.

Authors

• Kenn E. Barron, James Madison University

• Makayla Grays, The University of Auckland

• Chris S. Hulleman, University of Virginia