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EJ963649 - Yes I Can: The Contributions of Motivation and Attitudes on Course Performance among Biology Nonmajors

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ERIC #:	EJ963649
Title:	Yes I Can: The Contributions of Motivation and Attitudes on Course Performance among Biology Nonmajors
Authors:	Partin, Matthew L.; Haney, Jodi J.; Worch, Eric A.; Underwood, Eileen M.; Nurnberger-Haag, Julie A.; Scheuermann, Amy; Midden, W. Robert
Descriptors:	Nonmajors; Undergraduate Students; Self Efficacy; Incentives; Goal Orientation; Student Motivation; Measures (Individuals); Multiple Regression Analysis; Biology; Test Anxiety; Student Attitudes; Higher Education; Introductory Courses; Beliefs; Science Education; Science Instruction; Self Concept; Scientific Attitudes; Predictor Variables; Effect Size; Likert Scales
Source:	Journal of College Science Teaching, v40 n6 p86-95 Jul 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Date:	2011-07-00
Pages:	10
Pub Types:	Journal Articles; Reports - Research
Abstract:	Undergraduate students enrolled in an introductory biology course for nonmajors during the fall semester of 2007 were administered the Biology Attitude Scale (Russell and Hollander 1975), a constructed Mathematics Attitude Scale, and a portion of the Motivated Strategies for Learning Questionnaire (Pintrich and Smith 1993). Together, the instruments assessed attitudes toward biology and mathematics as well as various motivational constructs including self-efficacy, intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, and test anxiety. Final course grades were also obtained. Multiple regression analysis revealed that the significant (p less than 0.05) predictors of course grade (R[superscript 2] = 0.362, n = 312) were self-efficacy (beta = 0.484), test anxiety (beta = -0.211), and math attitudes (beta = 0.094). No other variables contributed to the model. Further multiple regression analysis revealed that the best predictors of self-efficacy (R[superscript 2] = 0.665, n = 318) were biology attitudes (beta = 0.329), control of learning beliefs (beta = 0.280), test anxiety (beta = -0.249), intrinsic goal orientation (beta = 0.166), task value (beta = 0.147), and extrinsic goal orientation (beta = 0.119). Implications including strategies to improve course performance through fostering student motivation and building self-efficacy are discussed. (Contains 4 tables and 2 figures.)
Abstractor:	As Provided
Reference Count:	32

Note:	N/A
Identifiers:	Attitude Scale; Motivated Strategies for Learning Questionnaire
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0047-231X
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://www.nsta.org/publications/browse_journals.aspx?action=issue&id=10.2505/3/jcst11_040_06

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