An Investigation of Probationary At-Risk Freshmen’s Future-Oriented Motivation and Future-Oriented Self-Regulated Learning

Abstract

This study investigated at-risk freshmen’s future-oriented motivation (motivation for developing and pursuing academic future goals) and future-oriented self-regulated learning (commitment to utilizing self-regulatory strategies to achieve those goals) using the Persistent Academic Possible Selves Scale (PAPSS). Study goals were to validate the factor structure of the PAPSS and to assess the relationships between the PAPSS factors and important academic measures. Probationary at-risk freshmen due to low grade point averages (i.e., below 2.0) participated in an online survey at the end of the semester ( n = 226). The final factor model consists of three persistent goal factors (improving grades, better student, and more attention in class) and four theory-based factors (social identity, self-concept, motivational self-regulation, and performance). The factor structure and the relationships between the factors and other measures supported the PAPSS as an adequately valid measure for assessing at-risk college students’ future-oriented motivation and future-oriented self-regulated learning in educational settings.

Springforward and STEP: Assessing the Outcomes of a Two-Part Academic Success Initiative

“…Self-regulated learning is a set of academic skills consisting of both "selfdirective processes and self-beliefs that one employs to perform in an academic setting" (Antonelli et al, 2020, p. 67). Self-regulated learning strategies are an important component of programs designed to boost the classroom success of students who are struggling academically (Antonelli et al, 2020;Lee & Blankenship, 2019). Participation in SpringForward and STEP promoted students' ability to manage their time, find self-motivation, and use effective studying and planning skills and tools.…”