Comparing Motivational Climate Perceptions, Motivation, and Effort Across Online and In-Person Mathematics Courses (Poster 16)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

This study investigates how students' perceptions of motivational climate impact their motivation and engagement in online versus face-to-face undergraduate mathematics courses. Using data from 618 students, the research employed Confirmatory Factor Analysis and multi-group Structural Equation Modeling to compare motivational dynamics across course modalities. The results confirm the MUSIC model's applicability in both contexts, highlighting that perceptions of empowerment, usefulness, success, interest, and caring significantly predict motivation and effort. Notably, while most motivational relationships were similar across modalities, perceptions of success were uniquely related to motivation in online courses. These findings suggest that while core motivational principles are consistent, specific factors may vary by course format, offering valuable insights for course design to enhance student motivation.

Authors

• Zeynep Ambarkutuk, Virginia Tech

• Brett D. Jones, Virginia Tech