College Student Motivation for Renewable and Traditional Assignments

• In Event: The Dynamic Interplay Between Context, Socializers, and Student Motivation

Abstract

Renewable assignments are student-created artifacts that have value beyond the course. Because renewable assignments have purpose beyond demonstrating learning objectives, they have promise for promoting student motivation. However, more empirical inquiry in renewable assignments grounded in theoretical frameworks is necessary to test this possibility. In this study, college students (N = 69) engaged in renewable assignments and were asked to report on their perceptions based on the self-determination theory of motivation. Overall, students reported higher levels of motivation in terms of inherent enjoyment, competence, relatedness, and autonomy with renewable assignments compared to traditional assignments. Students who opted to publicly share reported higher levels of competence and relatedness than did students who did not opt to publicly share their renewable assignments.

Authors

• Virginia Clinton-Lisell, University of North Dakota
  Presenting Author

• Lindsey Gumb, Roger Williams University
  Non-Presenting Author