The Metacognitive Motivated Strategies for Learning Among Technology and Business Students’

Proceedings of The 5th International Conference on Future of Teaching and Education

Year: 2022

DOI:

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The Metacognitive Motivated Strategies for Learning Among Technology and Business Students’

Janne Heilala

ABSTRACT: 

The study reports technology and business undergraduates (n = 76) Metacognitive Motivated Strategies for Learning traits using Motivated Strategies for Learning Barometrics (MSLB). The study evaluates the MSLB model’s reliability and validity and discusses its results. A strong MSLB is associated with achievement-engagement in periodic-liveliness to capture learning evidence to address features that facilitate learning flow forming (motivated) Learning Beliefs (LBs), and utilizing various Self-Regulated Strategies for Learning (SRLS) to achieve set goals from which the research questions (RQs) were founded. The RQs are at what level, association, and context of the MSLB-core characters relate with existing validated indices. MSLB’s Endogenous Latent Variables (ELVs) tested construct and composite validity. The Factor Analysis with Principal Component Analysis showed mediocre Kaiser-Meyer-Olkin without altering the ELVs-structures for dichotomous MBs and SRLS. Weaknesses indicated two meaningful discoveries for further analysis visible in the descriptives and cross-correlation (R-structure). Each Average Variance Extracted (AVE) surpasses comparable values for some R-loadings. RQ1 resolution examined descriptives for MSLB-domain in Motivation Beliefs (MBs) and Self-Regulated Learning Strategies (SRLS), leaving RQ2 on the one hand. The comparison showed strong R (>=.980**) for SE and (>=.975**) SRLS-sum, leaving connections evidentially strong. On the other hand, RQ3 addresses the AVE-thematics by squaring R-loadings. The study reveals considerably high MSLB’s ELVs, of which AVE was mostly (>.5*/**). The exciting angles appeared in students’ MBs as anxiety about tests and SRLS methods. The ELVs were finally elaborated for the cause-and-effect bias connected to the present theories. Students learned the connection between anxiety about taking the tests to surpass boredom, and failure. Still, they indicated that they are not having or using various coping methods. The study suggests effectively excluding detrimental mastery-avoidance achievement goals; motivated strategies towards mastery achievement require at least more learning methods for coping in academics and working life.

keywords: Motivation Beliefs, Self-Efficacy, Intrinsic Value, and test Anxiety, Self-Regulated Learning Strategies, Strategy Use, Method, linear regression, path analysis .