Giel, Lisenne I. S.

Noordzij, Gera

Wijnia, L.

English

This study investigated first-year students’ motivational profiles for going to college (N = 736) on their subsequent experiences in problem-based learning (PBL). Motivation (Academic Motivation Scale) was measured within the first two months of the academic year. Five motivational profiles were identified: low-quantity (n = 68), poor quality (n = 130), moderate (n = 298), good quality (n = 76), and high quantity (n = 164) profiles. Throughout the year, teachers evaluated students’ engagement during PBL group meetings (i.e., six ratings of active participation and preparation in meetings). Other outcome measures included Affect (PANAS, filled out at the end of the first year) and a weighted average grade (based on credits) on assignments and exams during the first year. Our results showed that students’ motivational profiles were associated with their experience of positive affect, teacher-reported engagement in class, and academic achievement. The good-quality-profile students obtained the highest scores on engagement in class. The results further indicated that students with a low-quantity motivational profile experienced less positive affect, were less engaged, and obtained lower grades than the other students. These results suggest the need to consider prior individual differences when examining the effect of PBL on students’ well-being and performance.<br/

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Open Universiteit www.ou.nl The Association of Motivational Profiles with Affect,Engagement, and Achievement in a Problem-BasedBachelor’s ProgramCitation for published version (APA):Wijnia, L., Giel, L. I. S., & Noordzij, G. (2023). The Association of Motivational Profiles with Affect, Engagement,and Achievement in a Problem-Based Bachelor’s Program. Poster session presented at 8th International Self-Determination Theory Conference, Orlando, Florida, United States.Document status and date:Published: 01/06/2023Document Version:Publisher's PDF, also known as Version of recordPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 16 Jul. 2023The Association of Motivational Profiles with Affect, Engagement, and Achievement in a Problem-Based Bachelor’s ProgramLisette Wijnia (Open University of the Netherlands) Lisenne I. S. Giel & Gera Noordzij (Erasmus University Rotterdam)Created with BioRender Poster BuilderINTRODUCTION ● Problem-based learning (PBL) aims to promote students’ instrinsic motivation (Norman & Schmidt, 1992), but motivational problems are often reported (e.g., Wijnia et al., 2021).● Individual differences in motivation can affect students’ perception of PBL, such as problem quality (Noordzij & Wijnia, 2020). ● Do individual differences in PBL-students’ motivational profiles affect their subsequent affect, teacher-rated engagement, and academic achievement?METHOD● Part of a larger longitudinal study. ● 736 first-year PBL psychology students (74% female, M age = 19.70 years old). ● Setting: 7 out of 8 courses are problem-based with seven-step approach after receiving the problem.RESULTSNote. IM = Intrinsic Motivation. M = 0, SD = 1.Statistical differences were found between student profile groups on positive affect, teacher-rated engagement, and acacemic achievement● Positive affect: High quantity >  moderate, low quantity, and poor quality group● Positive affect: Amotivated/ low quantity < moderate, good, and high quality ● Engagement: Amotivated/ low quantity < all other profiles● Achievement: Amotivated/ low quantity < moderate, good quality and high qualityCONCLUSIONWhat we learned● Five motivational profiles were identified.  ● Students with an amotivatied/ low quantity profile scored lower on positive affect, engagement, and achievement during the first acacemic year of the PBL program.  ● Students with moderate, good quality, and high quantity profiles obtained similar results. ● Poor quality and good quality profiles were less pronounced in this study (moderate scores). ● Individual differences could affect the effectiveness of problem-based learning.Next steps ● Examine stability and change in students’ motivational profiles and associations with student outcomes.  REFERENCESNoordzij, G., & Wijnia, L. (2020). The role of perceived quality of problems in the association between achievement goals and motivation in problem-based learning. The Interdisciplinary Journal of Problem-Based Education, 14(1). https://doi.org/10.14434/ijpbl.v14i1.28593 Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557–565. https://doi.org/10.1097/00001888-199209000-00002Wijnia, L., Loyens, S. M. M., & Derous, E. (2011). Investigating effects of problem-based vs. lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36(2), 101–113. https://doi.org/10.1016/j.cedpsych.2010.11.003lisette.wijnia@ou.nl

The Association of Motivational Profiles with Affect, Engagement, and Achievement in a Problem-Based Bachelor’s Program

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The Association of Motivational Profiles with Affect, Engagement, and Achievement in a Problem-Based Bachelor’s Program

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