Pink Time: Evidence of Self-Regulated Learning and Academic Motivation Among Undergraduate Students

This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students' primary motivations for learning, and correspondingly present obstacles for improved critical...

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Bibliographic Details
Published in:Journal of geography (Houston) 2015-07, Vol.114 (4), p.146-157
Main Authors: Baird, Timothy D., Kniola, David J., Lewis, Ashley L., Fowler, Shelli B.
Format: Article
Language:English
Subjects:
academic motivation
Assignments
Autonomy
College students
Critical Thinking
Data acquisition
Data collection
Elementary school students
Instructional Effectiveness
Iterative methods
Learner Engagement
Learning
Learning Motivation
Metacognition
Mixed Methods Research
Motivation
pedagogy
Personal Autonomy
Self Management
self-regulated learning
Semi Structured Interviews
Student Motivation
student-centered teaching
Students
sustainability
Teachers
Thinking Skills
Undergraduate Students
United States (East)
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Summary:This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students' primary motivations for learning, and correspondingly present obstacles for improved critical thinking skills, student autonomy, and engagement. This study examines students' responses to an iterative assignment that asks them to "skip class, do anything you want, and give yourself a grade." Mixed methods of data collection and analysis were used to assess the efficacy of the assignment. The findings support the idea that the Pink Time assignment promotes self-regulated learning and academic motivation.
ISSN:0022-1341
1752-6868
DOI:10.1080/00221341.2014.977334