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.
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.
https://cornerstone.lib.mnsu.edu/urs/2010/oral-session-02/8
