Module 2 Week 2 - Assignment

Title of Dissertation: The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

Dissertation Summary: This study looked at how classroom environment facilitates self-regulated learning. Self-regulated learning is defined as one ability to control their learning process through self-motivation. Students can be motivated in two ways: extrinsically and intrinsically. Extrinsic motivation is developed by outside resources; while intrinsic motivation happens internally. Extrinsic motivation requires little deep cognitive thought or metacognitive processes. Depending on the classroom environment determines if the student will be able to build either style of motivation. “The purpose of this study is to enhance our understanding of how instructor-centered classroom environments affect students’ motivation to learn, which in turn facilitates or diminishes the use of self-regulated learning strategies” (Young, 2005, pg. 26). There were three main research questions that were addressed in the study:

1.     Do intrinsically motivated students employ different learning strategies then extrinsically motivated students (Young, 2005, pg. 26)?

2.    How does a student’s achievement goal orientation, perception of competence, and sense of autonomy affect the degree he or she tends to be intrinsically or extrinsically motivated (Young, 2005, pg. 26)?

3.    How do social factors created by the classroom environment interact with motivational cognitions to facilitate self-regulated learning (Young, 2005, pg. 26)?

  Young also presented several hypothesis:

Self-Regulation of Motivation

Hypothesis 1a: Extrinsically motivated students will use superficial learning strategies (Young, 2005, pg. 27).

Hypothesis 1b: Intrinsically motivated students will use deep cognitive and metacognition strategies (Young, 2005, pg. 27).

Self-Regulation of Cognitions

Hypothesis 2a: High ego-social orientation will be positively associated with extrinsic motivation (Young, 2005, pg. 28).

Hypothesis 2b: High task mastery orientation will be positively associated with intrinsic motivation (Young, 2005, pg. 28).

Hypothesis 2c: High perceived autonomy will be positively associated with intrinsic motivation (Young, 2005, pg. 28).

Hypothesis 2d: High perceived competence will be positively associated with intrinsic motivation (Young, 2005, pg. 28).

Social Environment

Hypothesis 3a: The effects of classroom-environment factors on motivation will be mediated by achievement goals orientation (Young, 2005, pg. 29).

Hypothesis 3b: The effects of classroom-environment factors on motivation will be mediated by perceived autonomy and competence (Young, 2005, pg. 29).

Population/Participants: Data was collected midway through the spring semester in 2003 and survey was given to each section of the Principles of Marketing program, which included Marketing Analysis, Marketing Planning, and Marketing Management (Young, 2005, pg. 29). This study was conducted in a mid-western 4-year university. “The sequence of sources is designed to systematically expose students to a variety of instructional methods and cover the traditional marketing curriculum in an integrated manner” (Young, 2005, pg. 29). The sample population consisted of 257 participants.

Methodology: There were several theories that were supported with in this study and they include: cognitive evaluation theory, achievement theory, and self-regulated learning strategies (Young, 2005).

Data Source: Students responded to a 4-page self-report questionnaire with scales for each of the major variables grouped together with individual items randomly ordered within the scale (Young, 2005, pg. 29).

Conclusion: The finding concluded empirical support for the theoretical relationship within and between cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom (Young, 2005, pg. 36). “Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation was determined by deep cognitive and metacognition strategies” (Young, 2005, pg. 36).

3 Resources and Their Relevance:

1.     Ames, C., and J. Archer. 1988. Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology 80 (3): 260-67.

Helped to describe classroom strategies that promote student achievement and their motivation process.

2.    Boekaerts, M. 1997. Self-regulated learning: A new concept embraced by researcher, policy makers, educators, teachers, and students. Learning and Instruction 7 (2): 161-86.

Provided background literacy and information of self-regulation learning theory and its process historically.

3.    Harter, S. 1981. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology 17:300-12.

Used a an comparative between intrinsic and extrinsic oriented classrooms.

The information provided in this study is beneficial when attempting to establish a classroom culture around self-regulated learning where students are responsible for their own learning process and are able to evaluate their performance, set goals, and reflect independently. To create this classroom environment it is essential that teachers “use rewards carefully and sparingly” while also “avoiding threats, deadlines, directives, pressured evaluations, and imposed goals” because things actions creates and extrinsic learning environment.

Reference

Young, Mark R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education. 27(1): 25-40.