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A Qualitative Study of Motivation Re...

Downing, Brenda Klass,

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A Qualitative Study of Motivation Regulation Strategy Use and Metamotivation Development for Undergraduates in a Learning-to-Learn Course /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Study of Motivation Regulation Strategy Use and Metamotivation Development for Undergraduates in a Learning-to-Learn Course // Brenda Klass Downing.
Author:	Downing, Brenda Klass,
Description:	1 electronic resource (185 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-08, Section: A.
Contained By:	Dissertations Abstracts International86-08A.
Subject:	College students. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31850720
ISBN:	9798304944892

A Qualitative Study of Motivation Regulation Strategy Use and Metamotivation Development for Undergraduates in a Learning-to-Learn Course /
Downing, Brenda Klass,

A Qualitative Study of Motivation Regulation Strategy Use and Metamotivation Development for Undergraduates in a Learning-to-Learn Course /Brenda Klass Downing. - 1 electronic resource (185 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: A.

For college students, using motivation regulation strategies (MRSs) is beneficial for important outcomes such as academic satisfaction and effort, with benefits for achievement. While extant research has investigated the quantity and types of MRSs students use, there is limited understanding of strategy quality and its development. This is due to a primary focus on understanding strategy use and change over time using self-report survey measures at multiple administrations, as well as early quality assessments that rely on brief scenarios and/or alignment with experts' evaluation of MRSs. This study aimed to extend research by describing qualitative changes to students' self-reported MRS use reflected in their course artifact reflections and investigating the role of metamotivational knowledge in this development, over the course of a semester. Participants were enrolled in an undergraduate learning-to-learn (L2L) course (N=43). Qualitative analysis of course artifacts coded for types of MRSs used early and late in the semester showed students' improved use of more adaptive strategies and refined strategy repertoires. From the sample showing adaptive stability or positive change over the term (95.35%), six participants were selected for case analysis to richly describe quality MRS and metamotivation knowledge changes. Case analyses showcased the development of agency (self-responsibility) and progressive quality change in employed MRSs toward less reliance on extrinsic strategies and corresponding heightened reliance on intrinsic strategies. Students' reported learning goals during self-regulated learning (SRL) shifted from a distal to a proximal focus and in quality from avoidance and completion focus to aiming for understanding. Students' experiences in monitoring through course artifacts and developing their self-knowledge for MRSs provoked the positive progressions in quality changes of MRSs over the term. Findings from this qualitative study contribute to the emerging research about metamotivational knowledge by proposing discernment of a negatively valanced strategy for increasing value when regulating motivation involves the manifestation of negative affect. Further, this study highlights areas needing further contextual understanding when motivation is bolstered or sustained by modifying the environment, especially the influence of culture and diverse backgrounds in accessing resources.

English

ISBN: 9798304944892Subjects--Topical Terms:

537393
College students.
Subjects--Index Terms:

College students

A Qualitative Study of Motivation Regulation Strategy Use and Metamotivation Development for Undergraduates in a Learning-to-Learn Course /
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520 $a For college students, using motivation regulation strategies (MRSs) is beneficial for important outcomes such as academic satisfaction and effort, with benefits for achievement. While extant research has investigated the quantity and types of MRSs students use, there is limited understanding of strategy quality and its development. This is due to a primary focus on understanding strategy use and change over time using self-report survey measures at multiple administrations, as well as early quality assessments that rely on brief scenarios and/or alignment with experts' evaluation of MRSs. This study aimed to extend research by describing qualitative changes to students' self-reported MRS use reflected in their course artifact reflections and investigating the role of metamotivational knowledge in this development, over the course of a semester. Participants were enrolled in an undergraduate learning-to-learn (L2L) course (N=43). Qualitative analysis of course artifacts coded for types of MRSs used early and late in the semester showed students' improved use of more adaptive strategies and refined strategy repertoires. From the sample showing adaptive stability or positive change over the term (95.35%), six participants were selected for case analysis to richly describe quality MRS and metamotivation knowledge changes. Case analyses showcased the development of agency (self-responsibility) and progressive quality change in employed MRSs toward less reliance on extrinsic strategies and corresponding heightened reliance on intrinsic strategies. Students' reported learning goals during self-regulated learning (SRL) shifted from a distal to a proximal focus and in quality from avoidance and completion focus to aiming for understanding. Students' experiences in monitoring through course artifacts and developing their self-knowledge for MRSs provoked the positive progressions in quality changes of MRSs over the term. Findings from this qualitative study contribute to the emerging research about metamotivational knowledge by proposing discernment of a negatively valanced strategy for increasing value when regulating motivation involves the manifestation of negative affect. Further, this study highlights areas needing further contextual understanding when motivation is bolstered or sustained by modifying the environment, especially the influence of culture and diverse backgrounds in accessing resources.
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