Measuring Changes In Motivation And Learning Strategies: Comparing Freshman To Other Undergraduates

The purpose of this study was to understand reported motivation and learning strategies for students enrolled in an introductory computer science course (n = 111). Comparisons were made between freshman (n = 57) and other undergraduates (n = 54) [sophomores (n = 24) and juniors (n = 30)]. A commonly used instrument called the Motivational Strategies for Learning Questionnaire (MSLQ) was used to assess motivations (value, expectancy, and affective) and learning strategies (cognitive/metacognitive and resource management strategies) of these students. Results showed variations in both motivation and learning strategies between the two groups with freshman reporting a greater task value in the course, while other undergraduates reported a greater reliance on peer learning and the use of rehearsal strategies. In comparison to other undergraduates, freshman also reported having a greater confidence in reading. While more research is needed at the classroom level to understand individual student differences, the MSLQ does appear to provide insight for caring faculty using a learner centered approach to teaching.