The Interplay Between Cognitive Processes and Motivational Factors on Chemistry Learning

• In Event: Cognitive and Motivational Processes in STEM Contexts

Abstract

Research on the efficacy of concept mapping in promoting students’ conceptual knowledge is extensive. Nevertheless, little is known about the interplay between cognitive processes and motivational variables on learners’ cognitive outcomes in ecologically valid settings. This study investigated the predictive influence of prior knowledge, concept map quality, metacognition, self-efficacy beliefs, and motivation on chemistry learning outcomes. Students (N = 603) enrolled in an introductory chemistry course were randomly assigned to two conditions. Results showed that prior knowledge, motivation, and condition significantly predicted learning retention. Additionally, results showed that metacognition, motivation, concept map quality, and condition significantly predicted learning transfer. Further, results reveal that motivation moderated the predictive relationship between concept map quality and learning retention. Practical implications are discussed.

Authors

• Oluwafemi J. Sunday, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Oluwasola Samuel Oni, Washington State University

• Gan Jin, Washington State University

• Chloe G. Dydasco, Washington State University

• Rachel Min Wong, University of Tennessee

• Deborah G. Fabiyi, Washington State University

• Krista Nishida, Washington State University