Achievement Motivation for Introductory College Biology

Marcus Lee Johnson

Abstract


In this paper the results of a simultaneous regression analysis concerning achievement motivation for introductory college biology are presented. A total of 287 undergraduates enrolled in introductory-level college biology courses participated in this study. Participants completed a survey consisting of items from the Motivated Strategies for Learning Questionnaire, demographic information, and academic achievement. Results indicate that 68% of the variation in biology students’ achievement can be explained by a combination of motivational constructs, intrinsic goals, extrinsic goals, task value, control beliefs, self-efficacy, and test anxiety; with self-efficacy being the strongest predictor. Implications and future directions are discussed.


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DOI: http://dx.doi.org/10.5296/jse.v4i1.4306

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