Presenter: Madeleine Smith – Neuroscience, Psychology, and Educational Foundations
Faculty Mentor(s): Jenefer Husman, Sara Hodges
Session: (In-Person) Poster Presentation
Supporting student motivation in post-secondary introductory science courses is an important step in increasing student retention in STEM fields. Prior research has focused on a variable- centered approach to students’ motivation to learn, but a person-centered approach to looking at the relationship between self-regulated learning and motivation variables is necessary. Additionally, research suggests that students’ future goals and their perception of the future influences their performance in school. This study aimed to identify the relationship between future thinking and motivational and self-regulated learning profiles. 385 participants were recruited from an introductory science course at a large Northwest university and completed an online self-report survey on their motivation, goal orientation, self-regulation, knowledge building strategies, and future thinking. K-means cluster analysis indicated that there are three motivational and self-regulated learning profiles. A multinomial logistic regression was conducted and showed that students’ actions towards their future goals are a stronger predictor of their profile adoption than the clarity of their future goals. Understanding the relationship between students’ future thinking and their adoption of learning profiles can help post-secondary science instructors alter course structure to support student motivation and self-regulated learning.