The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants

Breland, Haley; Clark, Courtney M.; Shaked, Shanna; Paquette‐Smith, Melissa

doi:10.1187/cbe.22-08-0156

Cited by 6 publications

(3 citation statements)

References 75 publications

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“…Esto es relevante dado que investigaciones mostraron que el afecto positivo, el bienestar subjetivo y la perspectiva de tiempo futuro aumentaron significativamente después de intervenciones asociadas (Celia et al, 2022). Por tanto, fortalecer la motivación de las personas estudiantes a los entornos universitarios de educación superior podría mejorar su BP , como demostró otra investigación donde los estudiantes que participaron en un programa por un trimestre adicional continuaron mostrando ganancias que se observaron en su motivación (Breland et al, 2023) . Es probable que realizar intervenciones dirigidas a evaluar el deseo de estudiar una carrera y la motivación con la carrera pueden iluminar el camino para desarrollar intervenciones específicas destinadas a mejorar los rendimientos académicos y disminuir las deserciones, junto con la carga social, económica y personal que implica el abandono de una carrera de educación superior.…”

Section: Modelo De Moderaciónunclassified

El efecto moderador de la motivación en el bienestar psicológico al cursar una carrera no deseada

Alday-Mondaca,

Gutiérrez-Carmona,

Urzúa-Morales

et al. 2023

REIDU

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El objetivo de la presente investigación fue evaluar si la motivación tiene un efecto moderador en la relación entre cursar una carrera no deseada y el bienestar psicológico en personas estudiantes de educación superior. La muestra estuvo conformada por 333 estudiantes; se evaluó si las personas se encontraban estudiando la carrera que habían deseado, su nivel de motivación con la carrera y su nivel de bienestar psicológico. Existe relación entre estar en la carrera deseada y mayores niveles de autoaceptación, dominio del entorno y propósito en la vida; la motivación tiene una relación estadísticamente significativa con todas las dimensiones del bienestar psicológico e influye en el aumento del crecimiento personal cuando la persona cursa una carrera que no era la deseada p<,0430. Se concluyó que existió un efecto moderador de la motivación en la relación entre la carrera deseada y la dimensión del bienestar psicológico “crecimiento personal”. Se propone que la motivación debería ser un foco de intervención en la población de personas estudiantes universitarias, como un factor influyente en el bienestar psicológico.

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Section: Modelo De Moderaciónunclassified

El efecto moderador de la motivación en el bienestar psicológico al cursar una carrera no deseada

Alday-Mondaca,

Gutiérrez-Carmona,

Urzúa-Morales

et al. 2023

REIDU

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“…It is noteworthy that contemporary hospitals increasingly require nursing professionals to be adept at acquiring proficiency with new technologies to handle similar emergencies (Nascimento et al, 2023). In an era characterized by rapid advancements in medical technology, digital environments, and diverse patient needs, the development of metacognitive awareness among nursing professionals is crucial for improving work efficiency and fostering lifelong learning abilities (Breland et al, 2023). This underscores OPEN ACCESS EDITED BY the demand for universities to cultivate metacognitive awareness among nursing students (Bektas et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students

Li,

Xu,

Jia

et al. 2024

Front. Psychol.

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ObjectiveThis study endeavors to translate and psycho-metrically validate the metacognitive awareness inventory scale (MAS) for nursing students in China.MethodA total of 592 nursing students were enlisted from four universities situated in the eastern, southern, western, and northern regions of China. Content validity and reliability were evaluated using the content validity index and item-total correlation coefficient, and Cronbach’s alpha coefficients, respectively. Convergent validity examined the goodness of fit among sub-scales through the average extracted variance and composite reliability.ResultsExploratory factor analysis confirmed the first-order and second-order factor models, contributing to a cumulative variance of 89.4 and 59.5%, respectively. The Cronbach’s alpha values were 0.963 and 0.801, respectively. Confirmatory factor analysis outcomes indicated an excellent overall fit index for the model, satisfying the convergent validity criteria and achieving a target coefficient of 96.0%, which is consistent with the original scale structure.ConclusionThe Chinese version of the MAS (C-MAS) is a reliable and valid instrument for assessing metacognitive awareness among Chinese nursing students. Further research should consider a broader sample of nursing students across China to reinforce the scale’s applicability.

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“…(2) Experience Sampling Method (ESM) to collect, by means of self-report, actual, real-time data for three weeks. MMQ: Originally designed to gauge secondary students' motivation in mathematics classes, the 19-item validated MMQ was adapted by Breland et al, (2023) from the 25-item validated SMQ (Science Motivation Questionnaire) designed (Komperda et al, 2020). The nonlinear SEM reliability coefficients of the five MMQ constructs indicate well to excellent values and range from .76 to .91.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Student Engagement and Motivation in the Statistics Learning Process

Halomoan Lumbantoruan

2023

REDIMAT

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The aim of the present exploratory study was to examine students’ situational engagement and motivation in the statistics classroom at Zayed University, in Dubai, United Arab Emirates (UAE). Two instruments were used for this purpose: a) experience sampling method (ESM), and b) the validated Mathematics Motivation Questionnaire (MMQ). This study employed two samples, at undergraduate level (2nd and 4th Semesters). Participants consisted of 100 students enrolled in Statistics I and Statistics II (Probability and Structure of Randomness). The results indicate that, apart from challenge and effort, emotional engagement is not significantly different across different activities. The results also indicate increases in intrinsic value and utility value and decreases in test anxiety. Finally, results indicate higher engagement and effort when social interaction is purposely planned and fostered, such as in small groups. On the contrary, individual class activities seem to generate slightly lower levels of engagement and effort. These findings have significant implications for educators and researchers who seek to enhance students' engagement and motivation in their statistics courses

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The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants

Abstract: This study uses a pretest–posttest design to measure changes in the metacognitive awareness and STEM motivation of students enrolled in an undergraduate learning assistant (LA) program. Results suggest that being an LA may foster positive growth in both of these domains.

Cited by 6 publications

References 75 publications

El efecto moderador de la motivación en el bienestar psicológico al cursar una carrera no deseada

El efecto moderador de la motivación en el bienestar psicológico al cursar una carrera no deseada

Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students

The Impact of Student Engagement and Motivation in the Statistics Learning Process

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