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ERIC Number: EJ848219
Record Type: Journal
Publication Date: 2004
Pages: 38
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1934-6875
Linking Individual and Institutional Factors to Motivation: A Multilevel Approach
Rugutt, John
Journal of Educational Research & Policy Studies, v4 n2 p52-89 Fall 2004
This study used a Hierarchical Linear Modeling (HLM) approach to investigate relationships between student motivation, higher-order thinking skills, quality of teaching and learning, teacher student relations, student satisfaction with course contribution to their learning, and active learning strategies, with a sample of 2,190 undergraduate students. The HLM results indicate significant differences among departments in student motivation (2 (31) = 260.90, p less than 0.000). This variation among university departments suggests that the department-level variables might have accounted for the differences in motivation scores. An Intra-class correlation for this sample is 0.17, indicating that 17% of variance in motivation was among departments. Further, the reliability of the sample mean in any department for the true mean department motivation was 0.82. All three level-1 variables were found to vary among departments. Cross-level interactions showed that main effect of quality of teaching and learning was significant while student satisfaction with course did not provide significant contribution to their learning or to the explanation of the variation in motivation. The slopes for active learning strategies, higher-order thinking skills, and teacher student relations were all positive and significant. (Contains 6 tables.)
National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A