Developing Skill and Appraising Will: Benefits of Learning Skill Training for Undergraduates by Motivational Profile

• In Event: Strategies and Interventions for College Student Success

Abstract

Digitally-delivered learning skill training programs continue to show promise as efficient, scalable methods for developing undergraduates ability to learn and perform in undergraduate STEM contexts. Along with the metacognitive knowledge of learning strategies that training targets, students’ achievement motivations for academic tasks theorized to inform the way individuals self-regulate during learning tasks. We assessed students’ achievement goals, expectancies and task value perceptions, apply latent profile analyses and randomly assign students to learning skill training or control activities focused on course content within each emergent profile. Learners benefit from completing each activity type. Effects on achievement were statistically significant for skill training completers were significant for Mastery-focused learners but not Maladaptively-, Typically-, or Postively-motivated learners, nor Goal-oriented, cost-conscious learners.

Authors

• Matthew L. Bernacki, University of North Carolina - Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill

• Robert D Plumley, University of North Carolina - Chapel Hill

• Shelbi Laura Kuhlmann, University of Memphis

• Kelly Hogan, Duke University