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ERIC Number: ED563353
Record Type: Non-Journal
Publication Date: 2013
Pages: 96
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1466-1
ISSN: N/A
An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses
Mahlberg, Jamie Lynn
ProQuest LLC, Ed.D. Dissertation, Minnesota State University, Mankato
This study examined the hypothesis that mastery orientation would increase for college students enrolled in courses that incorporated self-assessment. Early in the spring 2013 semester, 216 community college students enrolled in 16 different general education and developmental courses volunteered to participate and completed a demographic/goal orientation questionnaire. During the semester, 10 of the courses implemented self-assessment and 6 did not. At the conclusion of the semester, 143 of the original sample completed the Motivated Strategies for Learning Questionnaire (MSLQ) which provided post-test goal orientation scores along with measures of additional motivational and self-regulatory variables. Results indicated a trend in the direction hypothesized only for students enrolled in general education, not developmental courses. Further, retention was significantly higher for students enrolled in self-assessment courses. Additional motivational and self-regulatory variables were correlated with achievement outcomes such as final grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire