First-Year College Experience and Student Motivation

• In Event: Humanizing Higher Education: Ethics and Institutional Power

Abstract

The purpose of this project was to explore how metacognitive learning strategies can enhance intrinsic motivation, social development, and well-being among 33 freshman students in a First-Year Seminar (FYS). Grounded in the Self-Determination Theory (Deci & Ryan, 2020; Flanigan et al., 2023; Ormrod, 2020) and the Expectancy-Value Theory of Achievement Motivation (Eccles & Wigfield, 1994, 2000), this study examined students’ engagement and motivation through a video recording assignment. By analyzing their reflections and learning experience, we evaluate the effectiveness of student's motivation by reducing digital distraction and fostering self-regulated learning and academic motivation

Author

• Mayra Endira Garcia Diaz, Georgia Southern University