Title

A Path Analysis Study of Autonomous and Controlled Motivation and Final Course Grades

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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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Jan 25th, 8:30 AM Jan 25th, 10:00 AM

A Path Analysis Study of Autonomous and Controlled Motivation and Final Course Grades

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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.