Students' Perceptions of Motivation and Use of Metacognitive Self-regulated Learning Strategies in Remote Asynchronous Elementary Spanish Classes

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Esparragoza, R. (2021). Students' Perceptions of Motivation and Use of Metacognitive Self-regulated Learning Strategies in Remote Asynchronous Elementary Spanish Classes. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of the study was to investigate whether intrinsic motivation, extrinsic motivation, task value, metacognitive self-regulation, self-efficacy for learning, and cumulative GPA predicts academic success among college students enrolled in remote, asynchronous Elementary Spanish I and II courses. The study was conducted during the Summer 2020 term at a large urban research university in the Southeastern United States. One hundred and sixty-eight of 301 undergraduates responded to the survey resulting in a 56% response rate. The results of the multiple regression indicated that 41% of the variance in Spanish course grades was accounted for by the predictor variables. Three of the predictor variables were statistically significant, self-efficacy, metacognitive self-regulation, and cumulative GPA. Self-efficacy and cumulative GPA showed a positive relationship to course grade after controlling for all predictor variables. Metacognitive self-regulation, which was positively correlated to course grade, had a negative relationship to course grade when predictor variables were included in the model. Intrinsic motivation, extrinsic motivation, and task value were not significant predictors of the course grade. Implications and applications for teaching remote asynchronous elementary Spanish classes are discussed.

Details
Author

Esparragoza, Rosalba

Title

Students' Perceptions of Motivation and Use of Metacognitive Self-regulated Learning Strategies in Remote Asynchronous Elementary Spanish Classes

Physical Description

1 online resource (120 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of the study was to investigate whether intrinsic motivation, extrinsic motivation, task value, metacognitive self-regulation, self-efficacy for learning, and cumulative GPA predicts academic success among college students enrolled in remote, asynchronous Elementary Spanish I and II courses. The study was conducted during the Summer 2020 term at a large urban research university in the Southeastern United States. One hundred and sixty-eight of 301 undergraduates responded to the survey resulting in a 56% response rate. The results of the multiple regression indicated that 41% of the variance in Spanish course grades was accounted for by the predictor variables. Three of the predictor variables were statistically significant, self-efficacy, metacognitive self-regulation, and cumulative GPA. Self-efficacy and cumulative GPA showed a positive relationship to course grade after controlling for all predictor variables. Metacognitive self-regulation, which was positively correlated to course grade, had a negative relationship to course grade when predictor variables were included in the model. Intrinsic motivation, extrinsic motivation, and task value were not significant predictors of the course grade. Implications and applications for teaching remote asynchronous elementary Spanish classes are discussed.

Genre

doctoral dissertations

Subjects--Topics

Education, Higher

Degree

D.Ed.

Subject Area

Educational Leadership

Advisor(s)

Howell, Cathy
Flowers, Claudia

Committee Members

Sadaf, Ayesha
Aliaga-Buchenau, Ana-Isabel
Hobgood, Bobby

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2021.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Esparragoza_uncc_0694D_12693

Permalink

http://hdl.handle.net/20.500.13093/etd:2047