Promotion and Prevention Motivation as Predictors of Students’ Study Strategies in Math and Social Science

• 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

Regulatory focus theory posits that promotion and prevention motivational systems underpin strategic behavior, but their relation to study strategy usage across domains is unclear. The current work examined whether domain-specific promotion and prevention motivations predicted course-specific study strategies in undergraduates (Study 1: N=111; Study 2: N=269) who were concurrently enrolled in math and social science courses. Across domains, prevention motivation was positively associated with the strategies of self-testing, negative monitoring, implementing feedback, spacing, and cramming, which may be useful for preventing setbacks. Promotion motivation was positively associated with the strategies of positive monitoring and class participation, which may be perceived as gain-oriented in nature. These findings have implications for self-regulated learning theory and interventions focused on student learning.

Authors

• Vishal Easwar, Boston College

• Cristina D. Zepeda, Vanderbilt University

• Meghan Coughlan, Boston College

• David B. Miele, Boston College