Triangulating Self-Reported Motivation, Self-Regulated Learning via Log-File Data, and Formative Assessments in Introductory Statistics

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Learning in Context: Cognitive, Motivational, and Technological Pathways Across Diverse Educational Landscapes

Abstract

This study is grounded in two key achievement motivation theories of situated expectancy-value(-cost) and achievement goal orientation to investigate students’ self-regulated learning through log-file data. Cluster analysis of self-reported motivation suggests there are distinct motivational clusters of students as they enter an introductory statistics course: (1) Low Cost, Low Performance Goal Orientation; (2) Low Motivation; (3) High Cost, High Goal Orientations; and (4) High Motivation. We utilized these clusters as grouping variables to investigate how students spend their time in their online textbook, as well as performance on formative assessments in context achievement motivation. Findings revealed no significant differences in time spent, yet differences in performance suggest self-reported motivation contributes to a student’s performance on formative assessments.

Authors

• Sierra Outerbridge, University of Central Florida

• Claudia C. Sutter, CourseKata

• Michelle Taub, University of Central Florida