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11 February 2019 Measuring Student Motivation in an Introductory Biology Class
Brian Gibbens
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Abstract

Student motivation is widely regarded as an essential prerequisite for learning and success. To learn more about biology student motivation and how it changes over time, pre/post-surveys were administered to a large introductory biology course during the fall of 2015. These pre/post-surveys contained motivation subscales from the Intrinsic Motivation Inventory (IMI) and the Motivated Strategies for Learning Questionnaire (MSLQ). Although students began the course with high levels of motivation, the pre/post-survey scores revealed that their intrinsic motivation, self-efficacy, and value scores declined during the semester. The value/usefulness (IMI), pressure/tension (IMI), and test anxiety (MSLQ) pre-survey scores were the best predictors of course performance. The implications of these findings and suggestions for improving student motivation are discussed.

© 2019 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Brian Gibbens "Measuring Student Motivation in an Introductory Biology Class," The American Biology Teacher 81(1), 20-26, (11 February 2019). https://doi.org/10.1525/abt.2019.81.1.20
Published: 11 February 2019
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KEYWORDS
anxiety
biology student
IMI
motivation
MSLQ
value
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