Undergraduate Student Motivation in a Self-Paced Developmental Mathematics Course
37 Pages Posted: 15 Mar 2015
Date Written: November 22, 2014
This study used the Motivated Strategies for Learning Questionnaire in a self-paced developmental mathematics course (N=86), and linear multiple regression was completed to investigate five categories of student motivation that predicted academic success and course completion. The Task Value motivation category was significant in predicting student progress in the course.
Keywords: college students, remediation, college teaching, mathematics
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