A Path Analysis Study of Autonomous and Controlled Motivation and Final Course Grades
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
A modified self-regulation questionnaire was used to investigate student motivation and its relationship to class attendance, time spent studying, class difficulty and final grades in human anatomy, principles of chemistry and organic chemistry courses. The survey was administered at the beginning and end of fall and spring semesters and targeted 1,236 students. The results indicated that autonomous and controlling motivation both influence final grade, with controlling motivation having an indirect influence on final grades through perception of class difficulty, time spent studying, and class attendance. Autonomous motivation positively influenced time spent studying, while negatively influencing perception of class difficulty.
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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Landge, Shainaz; Sturges, Diana; Langdon, Jody; and Orvis, Jessica N., "A Path Analysis Study of Autonomous and Controlled Motivation and Final Course Grades" (2019). SoTL Commons Conference. 63.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/63
A Path Analysis Study of Autonomous and Controlled Motivation and Final Course Grades
Posters
A modified self-regulation questionnaire was used to investigate student motivation and its relationship to class attendance, time spent studying, class difficulty and final grades in human anatomy, principles of chemistry and organic chemistry courses. The survey was administered at the beginning and end of fall and spring semesters and targeted 1,236 students. The results indicated that autonomous and controlling motivation both influence final grade, with controlling motivation having an indirect influence on final grades through perception of class difficulty, time spent studying, and class attendance. Autonomous motivation positively influenced time spent studying, while negatively influencing perception of class difficulty.
