Project-Based Learning in Introductory Psychology: Modern Adaptations to an Academic Classic (Poster 33)

• In Event: AERA Poster Session Two
  In Poster Session: Motivational Beliefs in Context

Abstract

The current study aimed to investigate the effects of project-based course design for large, introductory courses on student motivation, perceptions of classroom motivational climate, and meaningful learning. A project-based design was implemented in one introductory psychology course and subsequently compared to four other introductory psychology courses in regard to motivation (goal orientation and transformative experience), perceived motivational climate, and meaningful learning. Compared to students in a traditional, lecture-based course format students in a project-based design reported experiencing a more empowering motivational climate, and greater general motivation when examined as a whole. No significant differences were found regarding goal orientation or transformative experience, although mean differences favored the project-based design.

Key Words: Project-based learning, introductory psychology, motivation, motivational climate.

Author

• Colton Olson, University of Northern Colorado
  Presenting Author