1. GARNET: Geoscience Affective Research Network WHAT MOTIVATIONS AND LEARNING STRATEGIES DO STUDENTS BRING TO INTRODUCTORY GEOLOGY? GARNET PART 2, STUDENTS Lisa Gilbert, Karl Wirth, Jennifer Stempien, David Budd, Ann Bykerk-Kauffman, Megan Jones, Catharine Knight, Katrien Kraft, Ronald Matheney, David McConnell, Ryan Nell, Matthew Nyman, Dexter Perkins, and Tatiana Vislova

2. GARNET: Geoscience Affective Research Network Motivated Strategies for Learning Questionnaire (MSLQ) Categories SubcategoriesSubscales (# of questions) Motivation Scales Value Intrinsic goal orientation (4) Extrinsic goal orientation (4) Task value (6) Expectancy Control of learning beliefs (4) Self-efficacy (8) AffectTest anxiety (5) Learning Strategy Scales Cognitive strategies Rehearsal (4) Elaboration (6) Organization (4) Critical thinking (5) Metacognitive strategiesMetacognition (12) Resource Management Time/study management (8) Effort regulation (4) Peer learning (3) Help seeking (4) MSLQ used to investigate how aspects of the affective domain varied for students

3. GARNET: Geoscience Affective Research Network MSLQ is a self-report instrument to assess college students’ motivational orientations and their use of different learning strategies for a course

4. GARNET: Geoscience Affective Research Network Introductory Geology at: University of Colorado, Boulder University of North Dakota North Carolina State University California State University, Chico North Hennepin Community College Macalester College Pre-semester data from 10 classes (708 students)

5. GARNET: Geoscience Affective Research Network Demographics

6. GARNET: Geoscience Affective Research Network Major

7. GARNET: Geoscience Affective Research Network Prior Science Courses none few some many

8. GARNET: Geoscience Affective Research Network GenderAgeMajor Science Interest Likely Sci Degree # of HS Sci Courses # Coll Sci Courses % p values<0.0001 IntGoal xxxxxxx 100% ExtGoal x 14% Task Value xxxxxx 86% ContLearning xxxxxx 86% Self Efficacy xxxxxxx 100% Test Anxiety0% Rehearsal x 14% Elaboration xxxx 57% Organization x 14% CritiThinking xxxxx 71% Metacognition x 14% Timestudy xxx 43% Effortregul xx x 43% Peerlearn xx 29% Helpseeking x xxx 57% MSLQ subscales significant 8958876 MSLQ subscales with significant variance

9. GARNET: Geoscience Affective Research Network Self-efficacy Gender Age Major Prior Science Courses MSLQ rating: Likert scale 1= “not at all true of me” 7= “very true of me” Ex: “I am certain I can master the skills being taught in this course”

10. GARNET: Geoscience Affective Research Network Intrinsic Goal Orientation Gender Age MajorPrior Science Courses Ex: “When I have the opportunity in this class, I choose course assignments that I can learn from even if they don’t guarantee a good grade.”

11. GARNET: Geoscience Affective Research Network Reason for taking course

12. GARNET: Geoscience Affective Research Network Reason for taking course Gen Ed Req Maj/Min Req Easy Sci Course Geology Interest Human/Envir Interest p values<0.0001 IntGoal xxxxx 100% ExtGoal0% Task Value xxxxx 100% ContLearning xxx 60% Self Efficacy xxxxx 100% Test Anxiety x 20% Rehearsal x 20% Elaboration xxx 60% Organization 0% CritiThinking xxxxx 100% Metacognition xx 40% Timestudy x 20% Effortregul x 20% Peerlearn0% Helpseeking x 20% MSLQ subscales sig556107

13. GARNET: Geoscience Affective Research Network Students taking course because of prior interest in subject Significantly higher MSLQ rating

14. GARNET: Geoscience Affective Research Network Students taking course as an “easy” way to fill requirement Significantly lower MSLQ rating

15. GARNET: Geoscience Affective Research Network Correlation between MSLQ subscales Intrinsic Goal Ext Goal Extrinsic Goal Task Value Cont Learn Control of Learning Self-Eff Self-Efficacy TestAnx Test Anxiety Rehear s Rehearsal Elabor Elaboration Organiz Organization Critical Think Critical Thinking Metcog Metacognition Time Study Eff Reg Effort Regul Peer Learn Help Seek High >0.5 High >0.5 Medium 0.3- 0.5

16. GARNET: Geoscience Affective Research Network Summary Students enter Intro. Geology with motivations and learning strategies that vary significantly by: Gender Age Major Prior Science Courses Reason for taking course Self-efficacy and intrinsic motivation differences reflected between demographic groups “Reason for taking course” question highlights many learning/motivation differences