An Examination of the Relationship between Higher Education Learning Environments and Motivation, Self-Regulation, and Goal Orientation

Autor/in	Lambert, Judy
Titel	An Examination of the Relationship between Higher Education Learning Environments and Motivation, Self-Regulation, and Goal Orientation
Quelle	In: Technology, Instruction, Cognition and Learning, 10 (2017) 4, S.289-312 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-0182
Schlagwörter	Educational Environment; Correlation; Student Motivation; Self Management; Goal Orientation; Incentives; Introductory Courses; Educational Technology; Preservice Teachers; Instructional Effectiveness; Grade Point Average; Educational Games; Psychological Needs; Personal Autonomy; Learning Strategies; Questionnaires; Individualized Instruction; Undergraduate Students; Pacing; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Schulische Motivation; Selbstmanagement; Zielorientierung; Zielvorstellung; Anreiz; Einführungskurs; Unterrichtsmedien; Unterrichtserfolg; Educational game; Lernspiel; Individuelle Autonomie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Individualisierender Unterricht; Lerntempo
Abstract	Motivation and self-regulation are significant concerns in learning environments that include mechanics of gamification and self-pacing such as in quest-based learning (QBL). QBL is a gamified learning environment designed around quest-like activities, self-pacing, and an external reward system that was offered in an introductory educational technology course for preservice teachers at a large Midwestern university. Research was conducted to examine the relationships between the student motivation, self-regulation, and motivational goal orientations, and the differences in motivation and performance between the QBL and a traditional course. Results showed that there was no overall relationship between motivation and self-regulation but when goal orientations were taken into account, self-regulation and motivation were found to be significant factors in regards to motivation. There was no significant difference in motivation between the QBL and a traditionally taught course. However, students in the QBL had significantly higher final grade point averages. (As Provided).
Anmerkungen	Old City Publishing. 628 North 2nd Street, Philadelphia, PA 19123. Tel: 215-925-4390; Fax: 215 925-4371; e-mail: info@oldcitypublishing.com; Web site: https://www.oldcitypublishing.com/journals/ticl-home/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01