Abstract
Assessing students’ (N = 262) achievement goal orientation, study motivation and the ratings of the quality of two problems in a problem‐based learning environment, this study examined the role of
problem quality in the motivational process. We looked at the effects of problem characteristics (learning issues, familiarity, interest, collaborative learning, and critical reasoning) on students’ self‐
determined motivation. The quality of the problems had an effect on autonomous (i.e., identified and intrinsic) motivation and not on controlled motivation. Furthermore, we investigated the
relationship of prior differences in students’ achievement goal orientation on students’ intrinsic motivation and the mediating effect of problem quality. Structural equation modelling analysis
supported a model in which a mastery‐approach, performance‐approach, and mastery‐avoidance goal orientation had both a direct effect on intrinsic motivation and an indirect effect through the
quality problems. A performance‐avoidance goal orientation was only found to have a negative effect on intrinsic motivation. The importance of the quality of the problems was different for the
two approach goal orientations, indicating that students high on mastery‐approach goal orientation enjoyed interesting problems, whereas students high on performance‐approach goal orientation
enjoyed problems which resulted in learning issues. Interestingness of the problem and the way in which the problem resulted in learning issues were positively related to intrinsic motivation, whereas
familiarity, critical reasoning, and collaborative learning demonstrated negative effects. In conclusion, students who endorse approach goals favour problems that are interesting and result in learning
issues in order to enhance intrinsic motivation, whereas for students who endorse avoidance goals the influence of problems on their motivation is more complex.
problem quality in the motivational process. We looked at the effects of problem characteristics (learning issues, familiarity, interest, collaborative learning, and critical reasoning) on students’ self‐
determined motivation. The quality of the problems had an effect on autonomous (i.e., identified and intrinsic) motivation and not on controlled motivation. Furthermore, we investigated the
relationship of prior differences in students’ achievement goal orientation on students’ intrinsic motivation and the mediating effect of problem quality. Structural equation modelling analysis
supported a model in which a mastery‐approach, performance‐approach, and mastery‐avoidance goal orientation had both a direct effect on intrinsic motivation and an indirect effect through the
quality problems. A performance‐avoidance goal orientation was only found to have a negative effect on intrinsic motivation. The importance of the quality of the problems was different for the
two approach goal orientations, indicating that students high on mastery‐approach goal orientation enjoyed interesting problems, whereas students high on performance‐approach goal orientation
enjoyed problems which resulted in learning issues. Interestingness of the problem and the way in which the problem resulted in learning issues were positively related to intrinsic motivation, whereas
familiarity, critical reasoning, and collaborative learning demonstrated negative effects. In conclusion, students who endorse approach goals favour problems that are interesting and result in learning
issues in order to enhance intrinsic motivation, whereas for students who endorse avoidance goals the influence of problems on their motivation is more complex.
| Original language | English |
|---|---|
| Title of host publication | Global research community: Collaboration and developments |
| Editors | E De Graaff, A Guerra, A Kolmos, N Arexolaleiba |
| Place of Publication | Aalborg, Denmark |
| Publisher | Aalborg University Press |
| Pages | 324-336 |
| Number of pages | 13 |
| Edition | 1 |
| Publication status | Published - 2015 |
| Event | 5th International Research Symposium on Problem-Based Learning - Donostia, San Sebastian, Spain Duration: 8 Jul 2015 → 10 Jul 2015 |
Conference
| Conference | 5th International Research Symposium on Problem-Based Learning |
|---|---|
| Country/Territory | Spain |
| City | San Sebastian |
| Period | 8/07/15 → 10/07/15 |
Research programs
- ESSB PSY