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Using the Motivated Strategies for Learning Questionnaire (MSLQ) multiple times in an undergraduate business school course in a University in New Zealand, 188 students completed the questionnaire to explore how students’ motivation and strategy use changed as they progressed and how these constructs predict students’ course outcome. In contrast to other studies, our results showed varying levels of motivation as well as increasing strategy usage as the course progressed. Our exploratory analysis identified three subgroups within the class, each of which reported differently in terms of motivation and strategy use. From this analysis and course outcome data we infer how these finding may contribute to theory and classroom practice.

proceedings of the ... annual hawaii international conference on system sciences/proceedings of the annual hawaii international conference on system sciences

The Impact of Motivation and Strategy Use on Course Outcome in Digital Learning Environment - A Case Analysis of a Business School Course