Beyond Cognitive Processing: Student Motivational Perceptions and Format Preferences in Concept Mapping

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Learning Processes and Motivation

Abstract

Concept mapping (CM) is an effective instructional strategy for organizing knowledge, particularly in domains such as chemistry. This study explored students’ motivation toward CM using Self-Determination Theory (SDT) and principles of generative learning. A newly developed CM Motivation (CMM) scale showed strong reliability (α = .94) and revealed three factors: strategic usability, self-efficacy/confidence, and intrinsic value. Neither chemistry knowledge nor prior CM experience significantly predicted motivation, suggesting engagement may precede cognitive readiness. Students favored self-constructed CMs with provided concepts/labels over collaborative or fill-in-the-blank formats, supporting SDT’s emphasis on autonomy. These results underscore the role of format in fostering motivation and suggest that scaffolded CM approaches can enhance both cognitive engagement and motivational outcomes.

Authors

• Deborah G. Fabiyi, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Vincent OLUWASETO Fakiyesi, University of Georgia

• Deborah Moyaki, University of Georgia

• Oluwole Fabiyi, Logistic Xpeditors