Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences
| dc.contributor.author | Woodyard, Jacquelyn Claire | en |
| dc.contributor.committeechair | Lockee, Barbara B. | en |
| dc.contributor.committeechair | Potter, Kenneth R. | en |
| dc.contributor.committeemember | Bixler, Jacqueline E. | en |
| dc.contributor.committeemember | Brill, Jennifer M. | en |
| dc.contributor.department | Teaching and Learning | en |
| dc.date.accessioned | 2016-11-08T09:00:31Z | en |
| dc.date.available | 2016-11-08T09:00:31Z | en |
| dc.date.issued | 2016-11-07 | en |
| dc.description.abstract | This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students' culturally based learning preferences as outlined in Parrish and Linder-VanBerschot's (2010) Cultural Dimensions of Learning Framework (CDLF). This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed. | en |
| dc.description.abstractgeneral | This study investigated students’ perceptions of autonomy support from an instructor in relation to students’ motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students’ culturally based learning preferences. This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed. | en |
| dc.description.degree | Ph. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:9087 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/73388 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | autonomy support | en |
| dc.subject | culturally based learning preferences | en |
| dc.subject | effort/importance | en |
| dc.subject | pressure/tension | en |
| dc.subject | value/usefulness | en |
| dc.subject | motivational beliefs | en |
| dc.subject | ePortfolio | en |
| dc.title | Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Curriculum and Instruction | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ph. D. | en |