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Full-Text Articles in Education
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Researchers acknowledge that students’ learning and achievement requires both effective cognition and the motivation to apply it. In addition, both cognition and motivation are multidimensional, each involving different processes that may be less or more salient in different contexts. However, most basic research and intervention studies focus on either cognition OR motivation, and commonly only target a single process. We designed an intervention to investigate the role of different combinations of cognitive and motivational supports in first-year undergraduate introductory biology courses. We sought an online delivery approach with minimal burden on the instructor that can accompany any such course. Building …
Effects Of Motivational Prompts On Motivation, Effort, And Performance On A Low-Stakes Standardized Test, Katrice A. Hawthorne, Linda Bol, Shana Pribesh, Yonghee Suh
Effects Of Motivational Prompts On Motivation, Effort, And Performance On A Low-Stakes Standardized Test, Katrice A. Hawthorne, Linda Bol, Shana Pribesh, Yonghee Suh
Educational Foundations & Leadership Faculty Publications
Increased demands for accountability have placed an emphasis on assessment of student learning outcomes. At the post-secondary level, many of the assessments are considered low-stakes, as student performance is linked to few, if any, individual consequences. Given the prevalence of low-stakes assessment of student learning, research that investigates the relationship between student motivation, effort, and performance on low-stakes tests is warranted as these tests are increasingly being used to make judgments about the quality of student learning. This quasi-experimental study was conducted at a public mid-sized university with 87 undergraduate students enrolled in four 100-level general education courses. The researchers …