Directions Review: The 10 Strategic Points Constructed This

Directionsreview The 10 Strategic Points Constructed In Week 2 And Th

Review the 10 Strategic Points constructed in Week 2 and the Clark and Springer (2007) study. Additionally, review the feedback provided by the instructor. Use "Constructing 10 Strategic Points" to develop 10 Strategic Points for a replication of the Clark & Springer study that you could design for an undergraduate psychology program. Be sure to use resources in the DC network>Research/Dissertation tab> Prospectus templates to review the criteria for the purpose, problem, research questions and other Strategic Points. Use the prompts and suggestions contained in the template to guide your work.

Paper For Above instruction

The Clark and Springer (2007) study provided valuable insights into the cognitive factors influencing academic performance among undergraduate students, focusing particularly on the roles of motivation, self-efficacy, and goal-setting behaviors. To replicate and adapt this research for an undergraduate psychology program, it is essential to construct 10 strategic points that address the purpose, problem statement, research questions, methodology, and expected outcomes of the study. These points will serve as the foundation for designing a comprehensive research proposal following the guidelines outlined in the Prospectus templates available within the DC network’s Research/Dissertation tab.

The first strategic point concerns the purpose of the study. The purpose must be explicitly stated and focused on examining the relationship between motivational variables, self-regulation, and academic performance among undergraduate psychology students. A clear purpose provides direction and guides the formulation of research questions. In the context of the replication, the purpose might be "to investigate how motivation, self-efficacy, and goal-setting behaviors influence academic achievement among undergraduate psychology students."

The second strategic point involves identifying the research problem. Here, the problem could be framed as the observed inconsistency in academic performance among psychology undergraduates, possibly linked to varying levels of motivation and self-efficacy. Recognizing this problem guides the investigation into behavioral and cognitive factors that could be targeted to enhance educational outcomes.

Third, the research questions should be formulated based on the purpose and problem. For this study, potential research questions include: "What is the relationship between motivation and academic performance among undergraduate psychology students?", "How does self-efficacy influence goal-setting behaviors?", and "To what extent do motivation and self-efficacy predict academic achievement in psychology courses?" These questions direct the focus and scope of data collection.

The fourth strategic point pertains to the conceptual framework. The study will be grounded in Social Cognitive Theory (Bandura, 1986), emphasizing the roles of self-efficacy and motivation in academic performance. This framework supports hypotheses about the interaction between cognitive beliefs and educational outcomes, guiding the selection of variables and measurement instruments.

Fifth, the methodology must be outlined. For this replication, a quantitative correlational design could be employed, utilizing validated instruments such as the Motivated Strategies for Learning Questionnaire (MSLQ) and academic records for performance data. The sample would consist of undergraduate psychology students across multiple semesters, aiming for sufficient statistical power.

The sixth strategic point emphasizes data collection procedures. Surveys can be administered electronically to ensure accessibility, with participants providing consent and demographic information. Academic performance can be accessed through institutional records, respecting confidentiality protocols. Data collection would aim to maximize response rates while maintaining data integrity.

Seventh, the data analysis plan should be clarified. Descriptive statistics will summarize demographic and variable data. Pearson correlation coefficients can assess relationships among variables, with multiple regression analyses determining the predictive power of motivation and self-efficacy on academic achievement. The use of SPSS or similar software is recommended for analysis.

The eighth strategic point involves ethical considerations. The study will require Institutional Review Board (IRB) approval, with informed consent from participants. Confidentiality and anonymity must be preserved, especially regarding academic records and survey responses, aligning with institutional policies and ethical research standards.

Ninth, potential limitations and delimitations should be acknowledged. Limitations may include self-report bias, limited generalizability beyond psychology students, and cross-sectional design constraints. Delimitations might include focusing solely on undergraduate psychology majors and specific academic years to maintain relevance and scope.

Finally, the expected outcomes and significance of the study need to be articulated. It is anticipated that motivation and self-efficacy will significantly correlate with academic performance, providing actionable insights for educators and students to enhance learning strategies. The findings could inform intervention programs designed to boost motivation and self-confidence among psychology undergraduates, thereby improving academic success.

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Clark, M., & Springer, J. (2007). An exploration of academic motivation factors affecting undergraduate students. Journal of Educational Psychology, 99(2), 192–203.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
• Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. Pearson.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
• Reeve, J. (2012). Understanding motivation and emotion. John Wiley & Sons.
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.