After the Student Success Course, test anxiety significantly decreased while intrinsic goal orientation and self-efficacy significantly increased, but task value and control beliefs did not improve¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? MSLQ test anxiety significantly decreased from pre-test (M = 4.9) to post-test (M = 4.2), p < 0.001. → Bowering 2017 q2 i? MSLQ intrinsic goal orientation (M = 5.2 to 5.4) and self-efficacy (M = 5.8 to 6.0) significantly increased (p < 0.05), while task value and control beliefs did not significantly improve. → Bowering 2017 (2)

Evidence¶

Bowering 2017¶

Bowering, E. R., Mills, J., & Merritt, A. (2017). Learning How to Learn: A Student Success Course for At Risk Students. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12

q2 · i? · causal · r1

Pre-post MSLQ motivation-scale analysis in the Results section; the article reports practice effects were unable to explain improved scores in MSLQ value, expectancy, or affect (ps > 0.07), and that participants "were anxious at both of the pre- and post -tests".

"While our participants were anxious at both of the pre- and post -tests, their test anxiety significantly decreased over time (M = 4.9 to 4.2, p < 0.001)"

Bowering 2017 (2)¶

Bowering, E. R., Mills, J., & Merritt, A. (2017). Learning How to Learn: A Student Success Course for At Risk Students. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/12

q2 · i? · causal · r1

Same pre-post MSLQ motivation analysis: three of six subscales changed significantly in the desired direction. The article notes the task value and control beliefs subscales "did not significantly improve" and hypothesizes students may need academic success before those components improve.

"As well, b oth intrinsic goal orientation (M = 5.2 to 5.4, p < 0.05) and self -efficacy (M = 5.8 to 6.0, p < 0.05) significantly increased"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — outcome: instruction changes it
• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related
• Case-based instruction significantly raises extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy, but not intrinsic goal orientation or test anxiety — related
• Mind-map task planning raises pre-service teachers' intrinsic goal orientation and self-efficacy more than direct task completion — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related