Measuring Student Motivation in an Introductory Biology Class

Research output: Contribution to journalArticle

Abstract

Student motivation is widely regarded as an essential prerequisite for learning and success. To learn more about biology student motivation and how it changes over time, pre/post-surveys were administered to a large introductory biology course during the fall of 2015. These pre/post-surveys contained motivation subscales from the Intrinsic Motivation Inventory (IMI) and the Motivated Strategies for Learning Questionnaire (MSLQ). Although students began the course with high levels of motivation, the pre/post-survey scores revealed that their intrinsic motivation, self-efficacy, and value scores declined during the semester. The value/usefulness (IMI), pressure/tension (IMI), and test anxiety (MSLQ) pre-survey scores were the best predictors of course performance. The implications of these findings and suggestions for improving student motivation are discussed.

Original languageEnglish (US)
Pages (from-to)20-26
Number of pages7
JournalAmerican Biology Teacher
Volume81
Issue number1
DOIs
StatePublished - Jan 1 2019

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intrinsic motivation
biology
Motivation
students
Students
Biological Sciences
student
learning
Learning
questionnaire
Equipment and Supplies
semester
self-efficacy
questionnaires
Values
anxiety
Self Efficacy
performance
Anxiety
Surveys and Questionnaires

Keywords

  • anxiety
  • biology student
  • IMI
  • Motivation
  • MSLQ
  • value

Cite this

Measuring Student Motivation in an Introductory Biology Class. / Gibbens, Brian.

In: American Biology Teacher, Vol. 81, No. 1, 01.01.2019, p. 20-26.

Research output: Contribution to journalArticle

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