The impact of student motivational characteristics on the allocation and adoption of independent study time and self-regulatory learning strategies across college courses in a semester
The quantity and quality of independent study time may be an essential and key element of student learning. Students have multiple courses and teachers to satisfy. Student learning may be determined by the quantity and quality of study time devoted to the courses. In general, students study for all courses, but little is known about whether there are differences in the allocation of their independent study time and the adoption of self-regulatory learning strategies across their courses. This study investigated whether college students’ motivational characteristics for each of their courses mediate the viii allocation of independent study time and the adoption of self-regulatory learning strategies across courses. Four motivational variables were examined, expectancy of success, self-efficacy beliefs, and perception of course difficulty and importance. The results showed that as the levels of expectancy of success for a course increased, the allocation of independent study time to the course decreased; the more self-efficacious students felt about a course, the less independent study time they spent on that course; the more difficult a course was perceived, the more independent study time was spent on the course; and the more important a course was perceived, the more independent study time was allocated to the course. The perception of course difficulty was the most influential factor influencing the allocation of independent study time. However, the use of selfregulatory learning strategies was more likely to be general across courses. The four motivational variables did not mediate differences in the adoption of self-regulatory learning strategies across courses.