Asian International College Students' Self-Determined Motivation, Beliefs About Classroom Assessments, and Learning Approach

• In Event: Poster Session 11
  In Poster Session: Motivational Beliefs in Instructional Contexts

Abstract

The purpose of the study is to explore the relationships between Asian international students’ self-determined motivation, beliefs about classroom assessments, and different types of learning strategy from a self-determination theory framework. It was hypothesized that international students’ self-determined motivation may shape adaptive beliefs about classroom assessments, which in turn, contribute to the use of self-regulated learning strategies and eventually academic adjustment as a learning outcome. 321 Asian international undergraduate students participated in the online survey. A structural equation modeling was used to test the proposed model. The results showed that self-determined motivation in the course led to adaptive beliefs about classroom assessments, which promoted a variety of learning strategies. In particular, meta-cognitive learning approach contributed to students’ academic adjustment.

Authors

• Hyun Jin Cho, Purdue University

• Chantal Levesque-Bristol, Purdue University

• Mike Yough, Oklahoma State University