Dataset Information

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

ABSTRACT: Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

SUBMITTER: Baars M

PROVIDER: S-EPMC5550677 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

Baars Martine M Wijnia Lisette L Paas Fred F

Frontiers in psychology 20170808

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation ...[more]

PMID: 28848467

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Project description:IntroductionMassive Open Online Courses (MOOCs) are informal learning environments. Since a few years, MOOCs are being reused and integrated in formal medical education. However, what constitutes optimal integration is still unclear. In this mixed methods study protocol we describe how we will investigate three MOOC integration designs using the same MOOC. THIS STUDY HOLDS MULTIPLE OBJECTIVES: (1) Describe motivation profiles in medical students that learn in integrated MOOCs, and discern if motivation profiles are associated with specific MOOC integration designs; (2) investigate how psychological needs of medical students are satisfied or frustrated in different MOOC integration designs; (3) investigate the relationship between autonomous motivation to learn in an integrated MOOC and use of self-regulated learning skills in that MOOC; (4) uncover processes that are involved in goal acceptance or rejection of medical students in integrated medical MOOC designs with assigned learning goals; and (5) identify obstacles medical students encounter when learning with assigned learning goals in integrated medical MOOCs.Methods and analysisObjectives 1 and 2 will be pursued with a cross-sectional study design, objective 3 with an observational cohort study design and objectives 4 and 5 with a qualitative interview study design. All medical students in one of three MOOC integration designs at Leiden University Medical Center (LUMC) will be invited to participate. Primary endpoints for objectives 1 and 2 are motivation profiles, and variety in need satisfaction and frustration. For objective 3 the primary endpoints are autonomous motivation and self-regulated online learning. For objectives 4 and 5 primary endpoints are process themes regarding goal acceptance or rejection, and perceived obstacles when working with assigned online learning goals.Ethics and disseminationThis study has been approved by the Educational Research Review Board of the LUMC. Planned dissemination of findings include three presentations at (inter)national conferences and three research articles.

Project description:The present data was applied to investigate the relationship between students' attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem-solving (ALHPS) approach. Specifically, the data reports on the correlation between students' performance and their attitude towards linear programming (LP) word tasks (ATLPWTs). Four types of data were collected from 608 grade 11 students who were selected from eight secondary schools (both public and private). The participants were from two districts: Mukono and Mbale in Central Uganda and Eastern Uganda respectively. A mixed methods approach with a quasi-experimental non-equivalent group design was adopted. The data collection tools included standardized LP achievement tests (LPATs) for pre-test and post-test, the attitude towards mathematics inventory-short form (ATMI-SF), a standardized active learning heuristic problem-solving tool, and an observation scale. The data were collected from October 2020 to February 2021. All the four tools were validated by mathematics experts, pilot-tested, and found reliable and suitable for measuring students' performance and attitude towards LP word tasks. To achieve the purpose of the study, eight intact classes from the sampled schools were selected using the cluster random sampling method. Of these, and by a toss of a coin, four were randomly assigned to the comparison group while the other four were randomly assigned to the treatment group. All teachers from the treatment group were trained on the application of the ALHPS approach before intervention. The participants' demographic data (identification numbers, age, gender, school status, and school location) were presented together with the pre-test and the post-test raw scores obtained before and after intervention respectively. The LPMWPs test items were administered to the students to explore and assess their problem-solving (PS), graphing (G), and Newman error analysis strategies. Students' percentage scores in the pre-test and post-test were based on mathematizing word problems to optimization of LP problems. Data were analyzed in line with the purpose of the study, and the stated objectives. This data supplements other data sets and empirical findings on the mathematization of mathematics word problems, problem-solving strategies, graphing and error analysis prompts. This data may serve and provide some insights into the extent to which ALHPS strategies support students' conceptual understanding, procedural fluency, and reasoning among learners in secondary schools and beyond. The LPMWPs test items in the supplementary data files can also act as a basis for the application of mathematics in real-life scenarios beyond the compulsory level. The data is intended to develop, support, and strengthen students' problem-solving and critical thinking skills with the main goal of enhancing instruction and assessment in secondary schools and beyond.

Dataset Information

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

Publications

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

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