Learning Behavior and Motivation of At-Risk College Students: The Case of a Self-Regulatory Learning Class

National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: [email protected]; Web site: http://www.dropoutprevention.org/ndpcdefault.htm

Y

13

At Risk Students; Outcomes of Education; College Freshmen; Prediction; Learning Strategies; Student Motivation; Student Attitudes; Self Efficacy; Student Characteristics; Student Behavior; Correlation; Study Habits; Metacognition; Factor Analysis; Scores; Attitude Change; Questionnaires; Grade Point Average; College Entrance Examinations; Tests; Statistical Analysis; Multivariate Analysis; Multiple Regression Analysis

Motivated Strategies for Learning Questionnaire; SAT (College Admission Test)

1098-1608

The purpose of this study was to explore the motivational characteristics and learning behaviors affecting at-risk college students. To explore how motivation and learning behaviors are related to academic achievement, the relationships between (a) self-efficacy; (b) learning and study strategy indicators; and (c) academic outcomes were assessed. The trajectories of self-efficacy changes were also examined. Data were collected in three sets from freshmen in a self-regulatory learning class at a university in the Southwestern United States. Confirmatory factor analysis and structural equation modeling were conducted to examine the relationships among the observed variables. Changes in self-efficacy scores were examined during the semester. The results revealed a positive change in self-efficacy. Certain learning strategies and motivational characteristics, including attitude, interest, and attention, significantly predicted academic outcomes for the at-risk college freshman population studied. Implications and recommendations for future studies are discussed.

As Provided

49

2018

EJ1175688