Undergraduate Student Motivation in a Self-Paced Developmental Mathematics Course

37 Pages Posted: 15 Mar 2015

See all articles by Keith Pachlhofer

Keith Pachlhofer

University of Arkansas at Little Rock

Jim Vander Putten

University of Arkansas at Little Rock

Date Written: November 22, 2014

Abstract

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

Suggested Citation

Pachlhofer, Keith and Vander Putten, Jim, Undergraduate Student Motivation in a Self-Paced Developmental Mathematics Course (November 22, 2014). Available at SSRN: https://ssrn.com/abstract=2578140 or http://dx.doi.org/10.2139/ssrn.2578140

Keith Pachlhofer

University of Arkansas at Little Rock ( email )

Little Rock, AR 72201
United States

Jim Vander Putten (Contact Author)

University of Arkansas at Little Rock ( email )

DH 419
2801 S University Ave
Little Rock, AR AR 72204-1099
United States
5015693549 (Phone)
5015693549 (Fax)

HOME PAGE: http://www.ualr.edu/education/faculty/faculty-putten

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