Advice in a Crisis: Undergraduate Students' Meta-Motivational Awareness During the COVID-19 Pandemic

• In Event: AERA Poster Session 11
  In Poster Session: Investigations Into Self-Regulation of Learning and Related Constructs (San Diego)

Abstract

The purpose of this study was to examine students’ meta-motivational understanding of the sources of self-efficacy for succeeding in college courses. Data were collected from undergraduate students (N = 4,647) enrolled at a public U.S. university in 234 course sections. Students were asked to advise future students on what would make them feel more confident that they could succeed in the same course. Inductive coding of 5,417 responses revealed four themes related to strategies for mastering course content, self-regulation (e.g., time management, emotion regulation), social aspects of learning (e.g., help-seeking, social persuasion), and qualities of the instructional environment and learning tasks. Some patterns of advice varied between students enrolled in online, hybrid, and in-person classes.

Authors

• Jaeyun Han, University of Kentucky

• Ellen L. Usher, Mayo Clinic

• Mayson Spillman, University of Kentucky

• Anastacia Emily Cole, University of Kentucky

• Trey Conatser, University of Kentucky

• Jill Abney, University of Kentucky