Final Project
Below is a synopsis of a project involving real data from two universities. Read through the
synopsis carefully so you understand the research and the outcome measures.
Students at both Elon University and Hofstra University took a course called “Learning to
Learn” in the Spring and Fall of 2019. Data collection included a pre- and post-semester
assessment of learning attitudes via surveys during the semester of instruction. For assessment of
learning attitudes, students were asked to complete the following measures at both the pre- and
post-semester assessment. Measures, including any subscales, are discussed below.
Motivated Strategies for Learning Questionnaire. The MSLQ is an 81-item survey that ask
questions about academic motivation and learning strategies used by students. Responses were
recorded on a seven-point Likert scale ranging from 1 (Not at all true of me) to 7 (Very true of
me). The scale consists of several subscales, listed below:
1. Motivation Subscales
a. Intrinsic goal orientation
b. Extrinsic goal orientation
c. Task value
d. Control of learning beliefs
e. Self-efficacy for learning and performance
f. Test anxiety
2. Learning Subscales
a. Rehearsal
b. Elaboration
c. Organization
d. Critical thinking
e. Metacognitive self-regulation
f. Time and study environment
g. Effort regulation
h. Peer learning
i. Help seeking
Utrecht Work Engagement Scale for Students. The UWES-S is a 14-item survey that asks
questions about how engaged a student is in their academic work. Responses were recorded on a
seven-point Likert scale ranging from 1 (Almost never) to 8 (Always). The scale consists of three
subscales, listed below:
1. Vigor
2. Dedication
3. Absorption
Theories of Intelligence Scale – Self Form for Adults (Dweck, 2000): The Theories of
Intelligence scale is an 8-item survey that asks questions to determine students’ perceptions of
intelligence (i.e., whether they think it is fixed or changeable). Responses were recorded on a
six-point Likert scale ranging from 1 (Strongly disagree) to 8 (Strongly agree).
As a reference, the below table provides the naming scheme used in the dataset. Dummy codes
for categorical data are also provided.
DUMMY ID
GROUP_ID_COMBO
DATA_SOURCE
Unique ID given to each participant
1 = Class; 2 = Control
1 = Hofstra; 2 = Elon
T1_MOTIVATION
T2_MOTIVATION
T1_LEARNING
T2_LEARNING
T1_INTELLIGENCE
T2_INTELLIGENCE
T1_ENGAGE
T2_ENGAGE
Motivation To Learn at Time 1
Motivation To Learn at Time 2
Learning Strategies at Time 1
Learning Strategies at Time 2
Theories of Intelligence at Time 1
Theories of Intelligence at Time 2
Engagement at Time 1
Engagement at Time 2
Motivation Subscales
T1_INSTR_GOAL
T1_EXT_GOAL
T1_TASK
T1_CONTRL_LEARN
T1_EFFICACY
T1_TEST_ANX
Intrinsic Goal Orientation
Extrinsic Goal Orientation
Task Value
Control of Learning Beliefs
Self-Efficacy for Learning and Performance
Test Anxiety
Learning Subscales
T1_REHEARSAL
T1_ELABO
T1_ORG
T1_CRITICAL
T1_REGULA
T1_ENVIRON
T1_EFFORT
T1_PEER_LEARN
T1_HELP
Rehearsal
Elaboration
Organization
Critical Thinking
Metacognitive Self-Regulation
Time and Study Environment
Effort Regulation
Peer Learning
Help Seeking
Select 5 of the hypotheses to answer statistically. Write your results in a formal, APA-styled
report. For each hypothesis, report your findings in an APA-style table and figure as well as
including the written results.
1. There is a positive relationship between task value and self-efficacy for learning and
performance.
2. There is a negative relationship between control of learning beliefs and test anxiety.
3. Effort regulation is positively related to metacognitive self-regulation.
4. Students at Hofstra are more engaged compared to students at Elon.
5. Students are Elon have higher self-efficacy for learning and performance compared to
students at Hofstra.
6. Engagement scores will increase from Time 1 to Time 2.
7. There will be no change in intelligence scores from Time 1 to Time 2.
8. Students in the class group will report higher organization scores compared to students in
the control group.
9. There will be a main effect of group on motivation to learn such that motivation to learn
will be higher for the class group compared to the control group.
10. There will be an interaction between class and control groups by time on learning
strategies such that there will be an increase in learning strategies within the class group
from Time 1 to Time 2 but not for the control group.