Motivation–Cognition Interaction on Course Success in Developmental Mathematics

• In Event: 52.079 - Procrastination and Calibration: Factors Impacting College Students' Self-Regulated Learning

Abstract

To help address gaps in research on motivation-cognition interactions and student populations underprepared for college-level work, we surveyed 277 college students in a developmental mathematics course. The primary focus of this correlational study was to investigate the interaction between students’ use of active learning strategies and the amount of effort they reported putting into the course. We expected a synergistic relationship between learning strategies and effort in which being high in both would be key to course success. Using binary logistic regression analysis, we found support for this interaction after accounting for intrinsic value, utility value, self-efficacy, anxiety, age, sex, and ethnicity/race. Study findings support theories of self-regulated learning that emphasize motivation-cognition interactions and diverge from evidence supporting additive relationships.

Authors

• Taylor Wayne Acee, Texas State University-San Marcos

• William J Barry, Texas State University

• Cristella Rivera Diaz, Northeast Lakeview College

• Darolyn A. Flaggs, Texas State University

• Keylan G. Morgan