The relationship between motivation and achievement in problem-based learning: A cross-lagged panel model

L. Wijnia*, Gera Noordzij

*Corresponding author for this work

Research output: Contribution to conferencePaperAcademic

Abstract

This paper examined the relationships between motivation and achievement in a first-year problem-based, psychology program (N = 881). Motivation and academic achievement were measured during the first half (Time 1) and the second half of the first year (Time 2). Our results indicated that autonomous motivation (i.e., studying out of interest or meaningfulness) declined, whereas amotivation increased during the first year. With a cross-lagged panel model, we examined reciprocal relationships between motivation and achievement (i.e., professional behavior in group meetings and examination grades). Autonomous motivation and amotivation were associated with achievement on the short-term but did not predict long-term achievement. However, amotivation and autonomous motivation at the end of the year were affected by students’ prior achievement.
Original languageEnglish
Publication statusPublished - 2020
EventAmerican Educational Research Association Annual Meeting 2021 - Online, United States
Duration: 8 Apr 202112 Apr 2021
https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2021-Annual-Meeting

Conference

ConferenceAmerican Educational Research Association Annual Meeting 2021
Abbreviated titleAERA 2021
Country/TerritoryUnited States
Period8/04/2112/04/21
Internet address

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