Abstract
This study examined the hypothesis that mastery orientation would increase for college students enrolled in courses that incorporated self-assessment. Early in the spring 2013 semester, 216 community college students enrolled in 16 different general education and developmental courses volunteered to participate and completed a demographic/goal orientation questionnaire. During the semester, 10 of the courses implemented self-assessment and 6 did not. At the conclusion of the semester, 143 of the original sample completed the Motivated Strategies for Learning Questionnaire (MSLQ) which provided post-test goal orientation scores along with measures of additional motivational and self-regulatory variables. Results indicated a trend in the direction hypothesized only for students enrolled in general education, not developmental courses. Further, retention was significantly higher for students enrolled in self-assessment courses. Additional motivational and self-regulatory variables were correlated with achievement outcomes such as final grades.
Advisor
Scott Wurdinger
Committee Member
Barbara Mollberg
Committee Member
Kari Much
Date of Degree
2013
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Mahlberg, J. L. (2013). An examination of the influence of formative self-assessment on college student mastery orientation in college courses. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/88/
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