An Investigation of At-Risk Freshmen's Future-Oriented Motivation and Future-Oriented Self-Regulated Learning

• In Event: 43.079 - Sheraton Roundtable Session Six - Grand Centre
  In Roundtable Session: 43.079-2 - Student Motivation and Growth Mind-Set in Higher Education

Abstract

This study investigated at-risk freshmen’s future-oriented motivation (FOM) and future-oriented self-regulated learning (FOSRL) and examined relationships between these future factors and important academic measures. The study results indicated that at-risk freshmen did not articulate well about their intrinsic motivation and self-efficacy for paying more attention, as well as many self-regulated learning strategies for improving classroom grades and being a better student. However, their persistent academic possible goals which combined FOM and FOSRL had positive and significant relationships with optimistic academic measures (e.g., self-efficacy for learning), a negative relationship with an undesirable academic measure (i.e., difficulty implies impossibility), and non-relationship with past grades. Fostering at-risk freshmen’s FOM and FOSRL would have much potential for their academic success and retention.

Authors

• Jieun Lee, Northern Arizona University

• Benjamin Buck Blankenship, Northern Arizona University