dr. a.porshnev 2
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ISCAR 20 11, 5 - 10 September. Do new media affect learning motivation: cross cultural study of German and Russian students? 1. Dr. A.Porshnev 2 National Research University – Higher School of Economics Nizhniy Novgorod , Russia Prof.Dr.H.Giest Potsdam University , German y. - PowerPoint PPT PresentationTRANSCRIPT
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Dr. A.Porshnev2
National Research University – Higher School of Economics Nizhniy Novgorod, Russia
Prof.Dr.H.GiestPotsdam University, Germany
ISCAR 2011, 5-10 September
Do new media affect learning motivation: cross cultural study of German and Russian students?1
1 Project was supported by Alexander von Humboldt Foundation grant 3.1-RUS/1130038 BUKA
2 Porshnev’s research was supported by Scientific Foundation of State University Higher School of Economics Moscow grants: # 07-01-160, #10-01-0021 and travel grant to participate in ISCAR2011
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STUDENTS AND NEW TECHNOLOGIES
• New learning opportunities (Wiki, Communities of Practice and etc.)
• Learning neutral changes (Social networks – Facebook, Communication – Skype and etc.)
• Potential traps (Copy Paste – Plagiarism, Information overload)
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ZERO HYPOTHESIS:Penetration of Internet in society and opportunities Internet create increase intrinsic learning motivation of studentsInternet world statisticsInternet penetration: 67.0% Germanу (Dec/08, per Nielsen) - 27.0% Russia (Dec/08, 27, per POF)In our surveyTechnology in University (Germany - Russia)Time of computer ownership (Germany - Russia)Frequency of computer usage (Germany - Russia)
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QUESTION: I copy and paste texts from a books or Internet uncited? (Russian sample, data from our research)
In Russia sum 51,8%
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METHODS
Demographic questions Questions about
students’ behavior Motivation scales
Russian - German – Russian blind back translated questionnaire (84 questions)based on 1. “Motivated Strategies for Learning Questionnaire” (P.Pintrich
1991);2. “Motivation of Internet Users in Russia” (A.Voiskunsky and
others 2000);3. “Students Motivation of usage Internet in Russia” (A.Porshnev,
2008);4. “Pew Internet & American Life Project” (2009);5. “Classroom Technology in Business Schools” (B.Parker,
D.Burnie, 2009); Sections of questionnai
re
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GEOGRAPHY OF RESEARCH
Germany - 332 (523) students
Russia - 865 (1119) students
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MOTIVATION SCALES
Intrinsic orientations *Extrinsic orientations *Test Anxiety *Web-usage in studying
*Modified scales from Motivated Strategies for Learning Questionnaire were used (MSLQ, P.Pintrich et al. 1991)
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Example of itemsI prefer course material that really challenges
me so I can learn new things. (MSLQ)There are courses I am so interested in, that I
continue studying even if I have to work more than necessary (for example, participate in research groups) (created)
α-CronbachRussia = 0,733α-CronbachGermany = 0,733
Intrinsic motivation scale (8 questions)
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Example of itemsWhen I take a test I think about how
poorly I am doing compared with other students (MSLQ)
When I take tests I think of the consequences of failing (MSLQ)
α-CronbachRussia = 0,68, α-CronbachGermany = 0,73
Test Anxiety scale (4 questions)
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Example of itemsGetting a good grade is the most satisfying thing for me right
now (MSLQ)I make the tasks, because otherwise I will have
troubles (created)
α-CronbachRussia = 0,658, α-CronbachGermany = 0,620
Extrinsic motivation scale (5 questions)
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Example of itemsI share my works in Internet (in the blog, site
or forum), because I want to receive feedback (created)
During the course I used to discuss the materials on-line (created)
α-CronbachRussia = 0,726, α-CronbachGermany = 0,775
Web-usage in studying scale (6 questions)
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Example of itemsI share my works in Internet (in the blog, site
or forum), because I want to receive feedback (created)
During the course I used to discuss the materials on-line (created)
α-CronbachRussia = 0,726, α-CronbachGermany = 0,775
Web-usage in studying scale (6 questions)
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COULD WE COMPARE DATA? Blind back-translation method (Beck et al.,
2003): Russian – German - Russian
Sample equivalence (control for university level, specialization field, age, gender)
Scale equivalence Structural equation modeling (made in EQS)
COVS analysis MACS analysis
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STRUCTURAL ANALYSIS 4 Factor model (INT, EXT, TA, A_Web) - low fit for data
More detailed model
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INTRINSIC MOTIVATION SUBSCALE 1: ENGAGEMENT mb2 There are courses I am so interested in, that I continue studying even if I have to work more than necessary (for example, participate in research groups)
mb3 Some of task provide me such a pleasure from using my creativity, that I want to spent more time doing them than it is necessary for the exam.
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INTRINSIC MOTIVATION SUBSCALE 2 – CHOICE
mb1*. I prefer course material that really challenges me so I can learn new things
mb25 During my studying in University I became so interested in one or several subjects that it influences my choice of the future professional activities.
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INTRINSIC MOTIVATION SUBSCALE 3: CHALLENGE mb24* When I have the opportunity in this class, I choose course assignments that I can learn from even if they don't guarantee a good grade.
mb16 If I have a choice between creative exercise and formal one I prefer the creative, even if it could be more complicated
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RESULTS OF COVARIANCE STRUCTURE ANALYSIS
8 FACTOR model with partial structural invarianceIntrinsic motivation 3Web activity 3Test anxiety 2 - Configural invarianceNo-Metric invariance-Scalar invariance-Invariance of factor variance-Invariance of latent means
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INVARIANCE STRUCTURE FOUND:Intrinsic motivation - F1 (engagement), F2 (choice), F3 (challenge)
Test Anxiety – F4 (exams), F5 (nervous state)-Configural invariance-Metric invariance-Scalar invariance-Invariance of factor variance-Invariance of latent meansResults of simultaneous multigroup analysis
FIT INDICES (BASED ON MODIFIED INDEPENDENCE MODEL, AND ----------- BASED ON COVARIANCE MATRIX ONLY, NOT THE MEANS) BENTLER-BONETT NORMED FIT INDEX = .962 BENTLER-BONETT NON-NORMED FIT INDEX = .988 COMPARATIVE FIT INDEX (CFI) = .992 BOLLEN'S (IFI) FIT INDEX = .992 MCDONALD'S (MFI) FIT INDEX = .993 ROOT MEAN-SQUARE ERROR OF APPROXIMATION (RMSEA) = .021 90% CONFIDENCE INTERVAL OF RMSEA ( .000, .034)
EQS output:
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SIGNIFICANT DIFFERENCESIntrinsic motivation F1 (intrinsic engagement) Russia F2 (intrinsic trajectory choice) Germany F3 (intrinsic challenge) Russia
Test Anxiety F4 (exams failing anxiety) GermanyF5 (nervous state while test or exams) Germany
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DIFFERENCESQuestion: What for you used the computer yesterday?
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Similarities
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Question “Do you feel overloaded with information from different sources?”.
Differences
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DIFFERENCESQuestion: I copy and paste texts from a books or Internet uncited?
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CONCLUSION ICT have no global influence on learning motivation Students require not only ICT tools or instruments,
but also psychological tool to cope with this instruments.
“We should give a child instrument (tool), which would play a special role – organization of his own behavior”
(L.Vygotsky, 1930) A new challenge …
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THANK YOU FOR YOUR ATTENTION
Dr. A.PorshnevNational Research University – Higher School of Economics Nizhniy Novgorod, Russia
Dr.Prof.H.GiestPotsdam University, Germany