Can Academic Motivation Relate to Students' Strategy Use: A Study of First-Year College Students (Poster 37)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

Research has investigated general process, common mechanisms, influential factors, and applications in specific domain of problem-solving strategies. Few have studied how motivational factors (e.g. self-efficacy) relate to problem-solving behaviors. The present study investigated the relationship between motivational factors including self-efficacy, self-concept, goal orientation, and interest, and problem-solving strategies in chemistry. Twenty-eight chemistry undergraduate students were recruited to complete a motivation survey and solve 10 chemistry questions. A think-aloud protocol was implemented during their problem-solving process. The transcripts of their verbalizations were coded. Their problem-solving performance were scored. Correlation of motivational factors, coded strategies, and chemistry scores were conducted. Lag-sequential analysis were conducted as well to see any significantly disproportionate transitions of strategies. Results and implications were discussed.

Authors

• Runzhi Chen, University of Illinois at Urbana-Champaign
  Presenting Author

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign
  Non-Presenting Author