First-Year College Experience and Student Motivation
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.
Presentation Description
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Location
Room 2
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Garcia-Diaz, Mayra and Williams-Johnson, Meca, "First-Year College Experience and Student Motivation" (2025). Curriculum Studies Summer Collaborative. 9.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/9
First-Year College Experience and Student Motivation
Room 2
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.
