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Students' motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology
Puklek Levpušček, Melita
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The aim of our study was to find out if there are any differences in academic motivation for coursework and academic success among groups of students who differ in the quality of their individual and group work. The subjects were 143 student teachers in their 2nd year of studies. At the beginning of the semester they filled in the Motivational Strategies for Learning Questionnaire- MSLQ (Pintrich, Smith, Garcia, & McKeache, 1991). Also at the beginning of the semester, they chose their seminar group. During the semester, students prepared and presented their seminar work in groups of three. After each presentation, students were given verbal feedback on their presentation and each member of the group filled in three self-report scales. Each student assessed the quality of his/her individual preparation, the quality of group work during preparation and his/her part of oral presentation. Students also reported about the intensity of intrusive thoughts during their presentation. According to their evaluations of individual preparation (IP) and group work (GW), students were assigned to one of the following groups: low IP-low GW, low IP-high GW, high IP-low GW, and high IP-high GW. The results showed that students in the four groups differ in the following motivational dimensions: extrinsic motivation, task value and anxiety. The groups also differ in self-reports on intrusive thoughts during presentation, students' self-assessments of their presentation and teacher nomination of excellent presentations. The results of our study lead to the conclusion that we have to consider students' motivation before we start to work on certain educational goals very carefully, especially when developing complex teacher competencies such as presentation and cooperation skills at the same time. We can promote student motivation by choosing relevant, authentic problems that are related to students' future profession and thus assure their individual accountability.
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1.08 - Objavljeni znanstveni prispevek na konferenci
FF - Filozofska fakulteta
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