Effects of motivational scaffolding on the motivation, motivational control, action and performance of undergraduate students

Hannah Kim, Purdue University

Abstract

Motivational control, one of the six principles of volition, emphasizes the transfer of learning intention to behavior through active control of one's own motivation: in this case, the motivation to study. Based on theories and empirical evidence on motivational control and volition, this study examined the effects of motivational control scaffolding on motivation, motivational control, studying actions, and academic achievement. The motivational control scaffolds included several instructional scaffolding strategies. A combination of scaffolding strategies was implemented to offer heuristic learning support throughout the learning process, enhance learners' intrinsic motivation and trigger the control of one's own motivation. Moreover, rather than relying on instructional support generated by external sources such as teachers, peers, or learning systems, the motivational control scaffolds were designed to help learners generate self-feedback and exercise self-reflection. This study targeted undergraduate students enrolled in a large lecture-based class who were likely to exhibit high levels of motivational and volitional threats. Undergraduate students (N=141) were randomly assigned into three groups: motivational control scaffolds group, motivational control scaffolds with ongoing reminders group, and control group. The study was administered for eight weeks and students received the support for a duration of three weeks. Posttests were conducted during the fourth week and delayed posttests were administered during the eighth week. The findings indicated that students who received the motivational control scaffolds reported higher levels of control of learning and self-efficacy than students in the control group. Moreover, they exhibited greater control of their own motivation than students in the control group. Students in the motivational control scaffolds with ongoing reminders group showed delayed, yet stronger positive effects than students in the motivational control scaffolds group, in both motivation and motivational control, which indicates the motivational control scaffolds may be more effective when they accompany ongoing support. There were no statistically significant differences between groups related to the effects of the intervention on studying behavior and academic performance. The scaffolding effects also varied among low, average, and high-achieving students. The findings indicated that low-performing students were the first to benefit from the motivational control scaffolds and that average- achieving students benefitted equally at delayed posttest. Lastly, high-achieving students reported higher levels of motivation, motivational control, studying action, and academic performance, regardless of the types of treatments they received in the current study. Educational implications, limitations, and directions for future research are discussed.

Degree

Ph.D.

Advisors

Newby, Purdue University.

Subject Area

Instructional Design|Educational psychology|Educational technology

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