Event Title

Examining the Influence of Framing and Personality Traits on Motivating Study Habits in College Students

Location

CSU 201

Start Date

5-4-2010 10:00 AM

End Date

5-4-2010 12:00 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Emily Stark

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Description

Many people have researched study habits of college students, mainly focusing on what studying techniques are used and which are most effective. A study by Balduf (2009) found that, time management and motivation become a key issue associated with studying. When there is a lack of motivation, there is a lack of studying, which in turn decreases test performance.

Stark (2009) found that students with low test anxiety rated a gain-framed message about studying as more motivating, whereas students with higher test anxiety, rate a loss-framed message as more motivating. The current study expands this by bringing it into the classroom, getting direct feedback as students are in the process of studying and taking exams. Questionnaires were administered before and after participants were given their first exam of the semester. Replications of the previous findings were administered as well as assessments of the factors involved in students’ motivations to study. It was hypothesized that students who report greater test anxiety will be more motivated by the loss-framed statement, whereas those who report less test anxiety will be more motivated by the gain-framed statement.

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Apr 5th, 10:00 AM Apr 5th, 12:00 PM

Examining the Influence of Framing and Personality Traits on Motivating Study Habits in College Students

CSU 201

Many people have researched study habits of college students, mainly focusing on what studying techniques are used and which are most effective. A study by Balduf (2009) found that, time management and motivation become a key issue associated with studying. When there is a lack of motivation, there is a lack of studying, which in turn decreases test performance.

Stark (2009) found that students with low test anxiety rated a gain-framed message about studying as more motivating, whereas students with higher test anxiety, rate a loss-framed message as more motivating. The current study expands this by bringing it into the classroom, getting direct feedback as students are in the process of studying and taking exams. Questionnaires were administered before and after participants were given their first exam of the semester. Replications of the previous findings were administered as well as assessments of the factors involved in students’ motivations to study. It was hypothesized that students who report greater test anxiety will be more motivated by the loss-framed statement, whereas those who report less test anxiety will be more motivated by the gain-framed statement.

Recommended Citation

Vonbergen, Amanda. "Examining the Influence of Framing and Personality Traits on Motivating Study Habits in College Students." Undergraduate Research Symposium, Mankato, MN, April 5, 2010.
http://cornerstone.lib.mnsu.edu/urs/2010/oral-session-02/8