AB+-+Bye+et+al.+(2007)


 * **Reference: ** || Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. //Adult Education Quarterly, 57//, 141‐158. doi: 10.1177/0741713606294235 ||
 * **Author's: ** || Bye, D., Pushkar, D., & Conway, M. ||
 * **Title:** || Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. ||
 * **Year:** || 2007 ||
 * **Journal: ** || Adult Education Quarterly ||
 * **Retrieval Information**: || http://dx.doi.org/10.1177/0741713606294235 ||
 * **Bibliography**: ||  ||
 * In a study conducted by Bye, Pushkar, and Conway (2007) 300 undergraduate students were evaluated using three self-report questionnaires. The authors hypothesized that “ nontraditional students would report higher levels of intrinsic motivation than traditional students ” ( p. 146 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), that interest level and age would positively correlate to intrinsic motivation, that all of these factors would be positively correlated to positive affect, and that positive affect would be stronger for nontraditional students. Andragogy formed the theoretical framework of the authors, and the hypotheses are extensions of andragogical assumptions. The students were evaluated for motivation strategy by using the Motivation subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) to determine intrinsic (participation in a task as an end in itself) or Extrinsic (tasks are a means to an end) goal orientation. The students were also evaluated using the Interest subscale of the Differential Emotions Scale IV-A (DWS) to determine their level of interest, which has shown to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">correlate significantly with achievement, affiliation, endurance, and understanding <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 148 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The students were also evaluated for positive or negative affect by using the Positive and Negative Affect Schedule (PANAS). The major threat to validity in this study was the determination that a student was traditional or nontraditional solely based on his or her age. Another limitation, noted by the authors, was that the three scales did not all measure the effects of a specific learning experience, mixing specific and global measures. Of the 300 participants, 108 were 21 years or younger and were labeled traditional, and 61 were 28 years or older and were labeled nontraditional, with no differences in other demographic factors found between the groups based on Levene’s test for homogeneity of variance. A mixed factorial analysis of variance (ANOVA) was employed to test the effect of different intrinsic and extrinsic motivation scores between the groups and factors. Bye et al. found that interest was twice more predictive of intrinsic motivation than was age, though both were significant. They further found that intrinsic motivation and interest predicted 33% of the variance in positive affect; with the strongest predictor being interest, and age providing no contribution to positive affect. Bye et al. concluded that nontraditional students should be encouraged in the classroom, which reinforces their intrinsic motivation, leading “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">to higher levels of positive affect, which in turn will lead to better coping, psychological resilience, and persistence in academic goals <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 154 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The difficulty with the findings of the authors is that, like their measurements, they did not do a good job of tying together the concepts of age, interest, intrinsic motivation, and positive affect such that an instructor could easily or readily apply their findings to the real-world. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1177/0741713606294235 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a study conducted by Bye, Pushkar, and Conway (2007) 300 undergraduate students were evaluated using three self-report questionnaires. The authors hypothesized that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">nontraditional students would report higher levels of intrinsic motivation than traditional students <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 146 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), that interest level and age would positively correlate to intrinsic motivation, that all of these factors would be positively correlated to positive affect, and that positive affect would be stronger for nontraditional students. Andragogy formed the theoretical framework of the authors, and the hypotheses are extensions of andragogical assumptions. The students were evaluated for motivation strategy by using the Motivation subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) to determine intrinsic (participation in a task as an end in itself) or Extrinsic (tasks are a means to an end) goal orientation. The students were also evaluated using the Interest subscale of the Differential Emotions Scale IV-A (DWS) to determine their level of interest, which has shown to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">correlate significantly with achievement, affiliation, endurance, and understanding <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 148 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The students were also evaluated for positive or negative affect by using the Positive and Negative Affect Schedule (PANAS). The major threat to validity in this study was the determination that a student was traditional or nontraditional solely based on his or her age. Another limitation, noted by the authors, was that the three scales did not all measure the effects of a specific learning experience, mixing specific and global measures. Of the 300 participants, 108 were 21 years or younger and were labeled traditional, and 61 were 28 years or older and were labeled nontraditional, with no differences in other demographic factors found between the groups based on Levene’s test for homogeneity of variance. A mixed factorial analysis of variance (ANOVA) was employed to test the effect of different intrinsic and extrinsic motivation scores between the groups and factors. Bye et al. found that interest was twice more predictive of intrinsic motivation than was age, though both were significant. They further found that intrinsic motivation and interest predicted 33% of the variance in positive affect; with the strongest predictor being interest, and age providing no contribution to positive affect. Bye et al. concluded that nontraditional students should be encouraged in the classroom, which reinforces their intrinsic motivation, leading “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">to higher levels of positive affect, which in turn will lead to better coping, psychological resilience, and persistence in academic goals <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 154 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The difficulty with the findings of the authors is that, like their measurements, they did not do a good job of tying together the concepts of age, interest, intrinsic motivation, and positive affect such that an instructor could easily or readily apply their findings to the real-world. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||  ||
 * N/A ||  ||