Current Projects
1. "Learning is not always fun, but it is fine" -- How to stay engaged in uninteresting but required learning activities
Keywords: self-determination theory, extrinsic motivation, individual differences, rationale generation orientation
School learning is not always fun. In the real world of school-related tasks, many academic activities that contribute the most to the development of valuable skills are experienced as uninteresting and tedious by students. When people are asked to do something that does not interest them, the motivation can range from unwillingness to passive compliance and to active personal commitment. In this project, I use self-determination theory (SDT) as a guiding framework to investigate what students can do to stay engaged while taking uninteresting but required courses. People tend to experience internal conflicts with their inclinations when having to do activities that they are not intrinsically motivated to do. In this situation, a meaningful rationale allows people to understand that external demands can coexist with their inclinations. I propose a new construct, that of rationale generation orientation (RGO), to explain individual differences in the process of internalization. The research contributes to a theoretical understanding of extrinsic motivation and internalization, and helps us understand why students are differentially motivated even when sitting in the same classroom.
Keywords: self-determination theory, extrinsic motivation, individual differences, rationale generation orientation
School learning is not always fun. In the real world of school-related tasks, many academic activities that contribute the most to the development of valuable skills are experienced as uninteresting and tedious by students. When people are asked to do something that does not interest them, the motivation can range from unwillingness to passive compliance and to active personal commitment. In this project, I use self-determination theory (SDT) as a guiding framework to investigate what students can do to stay engaged while taking uninteresting but required courses. People tend to experience internal conflicts with their inclinations when having to do activities that they are not intrinsically motivated to do. In this situation, a meaningful rationale allows people to understand that external demands can coexist with their inclinations. I propose a new construct, that of rationale generation orientation (RGO), to explain individual differences in the process of internalization. The research contributes to a theoretical understanding of extrinsic motivation and internalization, and helps us understand why students are differentially motivated even when sitting in the same classroom.
Collaborators & Toipcs
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Self-determination Theory
Chantal Levesque Bristol, Purdue University Hyun Jin Cho, Purdue University Learning, Design, & Technology Hui-Ching Kayla Hsu, IEEE Service-learning Meilin Yao, Beijing Normal University Wenfan Yan, University of Massachusetts Boston |
Culture & Education
Stephanie Fryberg, University of Michigan Laura Brady, American Institutes for Research Kate Morman, University of Michigan STEM Education Mark Graham, Yale University Teacher Education Jennifer Moss, Emporia State University |
Publications
2022
- Wang, C., Cho, H.J., Wiles, B. et al. Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: from the perspective of self-determination theory. IJ STEM Ed 9, 41 (2022). https://doi.org/10.1186/s40594-022-00359-7
- Cho, H. J., Wang, C., Bonem, E. M., & Levesque-Bristol, C. (2022). How can we support students’ learning experiences in higher education? Campus wide course transformation program systematic review and meta-analysis. Innovative Higher Education, 47(2), 223-252.
2021
- Wang, C., Cavanagh, A. J., Bauer, M., Reeves, P. M., Gill, J. C., Chen, X., ... & Graham, M. J. (2021). A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset. CBE—Life Sciences Education, 20(4), ar54.
- Hsu, H. K., & Wang, C. (2021). Assessing the Impact of Immersive Virtual Reality on Objective Learning Outcomes based on Presence, Immersion, and Interactivity: A Thematic Review. In K. Seo & S. Gibbons (Eds). Learning Technologies and User Interaction: Diversifying Implementation in Curriculum, Instruction, and Professional Development. Routledge: UK. [Link]
- Reeves, P. M., Cavanagh, A. J., Bauer, M., Wang, C., & Graham, M. J. (2021). Cumulative Cross Course Exposure to Evidence-Based Teaching is Related to Increases in STEM Student Buy-in and Intent to Persist. College Teaching. https://doi.org/10.1080/87567555.2021.1991261
2020
- Wang, C., Yan, W., Guo, F., Li, Y., & Yao, M. (2020) Service-Learning and Chinese College Students' Knowledge Transfer Development. Front. Psychol. 11:606334. doi: 10.3389/fpsyg.2020.606334
- Wang, C., Bauer, M., Burmeister, A.R., Hanauer, D.I., & Graham, M.J. (2020). College Student Meaning Making and Interest Maintenance During COVID-19: From Course-Based Undergraduate Research Experiences (CUREs) to Science Learning Being Off-Campus and Online. Front. Educ. 5:590738. doi: 10.3389/feduc.2020.590738
- Wang, C., Zhang, Y., Moss, J. D., Bonem, E. M., & Levesque-Bristol, C. (2020). Multilevel factors affecting college students’ perceived knowledge transferability: From the perspective of self-determination theory. Research in Higher Education, 61, 1002-1026. https://doi.org/10.1007/s11162-020-09592-x
- Guo, F., Li, Y., Wang, C., Zong, X., Yao, M., & Yan, W. (2020). Service participation among adolescents in mainland China. Journal of Social Service Research, 46(1), 41-54. DOI: 10.1080/01488376.2018.1524812
- Stamper, T., Weidner, L. M., Nigoghosian, G., Johnson, N., Wang, C., & Levesque-Bristol, C. (2020). Towards understanding how to instruct students in dichotomous identification keys in a mixed STEM forensic science education environment. The Journal of Forensic Science Education, 2(1). Link
- Levesque-Bristol, C., Richards, K. A. R., Zissimopoulos, A., Wang, C., & Yu, S. (2020). An evaluation of the integrative model for learning and motivation in the college classroom. Current Psychology. https://doi.org/10.1007/s12144-020-00671-x (online first)
2019
- Wang, C., Hsu, H. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95, 114-125. DOI: https://doi.org/10.1016/j.chb.2019.01.034
- Wang, C., Zhang, X., & Yao, M. (2019). Enhancing Chinese college students’ transfer of learning through service-learning. Studies in Higher Education, 44(8), 1316–1331. https://doi.org/10.1080/03075079.2018.1435635
- Hsu, H. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174. DOI: 10.1007/s10639-019-09863-w
- Fedesco, H. N., Bonem, E. M., Wang, C., & Henares, R. (2019). Connections in the classroom: Separating the effects of instructor and peer relatedness in the Basic Needs Satisfaction scale. Motivation and Emotion, 43(5), 758-770. DOI: https://doi.org/10.1007/s11031-019-09765-x
2018
- Tan, D., Yough, M., & Wang, C. (2018) International students in higher education: Promoting their willingness to communicate in classrooms, Journal of Applied Research in Higher Education, 10(4), 430-442. DOI: 10.1108/JARHE-01-2018-0008
2017
- Krishnan, L. A., Masters, C., Holgate, H., Wang, C., & Calahan, C. A. (2017). Structured study abroad enhances intercultural competence. Teaching and Learning in Communication Sciences & Disorders, 1(1), Art.5. DOI: doi.org/10.30707/TLCSD1.1Krishnan
2016 and before
- Li, Y., Guo, F., Yao, M., Wang, C., & Yan, W. F. (2016). The role of subjective task value in service-learning engagement among Chinese college students. Front. Psychol. 7:954. DOI: 10.3389/fpsyg.2016.00954
- Guo, F. F., Yao, M.L., Wang, C., Yan, W. F., & Zong, X. L. (2016). The effects of service learning on student problem solving: The mediating role of classroom engagement. Teaching of Psychology, 43(1), 16-21. DOI: 10.1177/0098628315620064
- Wang, C., Yao, M.L., Guo, F.F., Yan, W.F., Weng, C., & Zhao, F. H. (2013). Students’ social service experiences and the effects on their civic action intentions: The mediating role of community service perspectives. Psychological Development and Education, 3(29), 53-60. [In Chinese]
Selected Presentations
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2019
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American Psychological Association Annual Convention (APA)
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2018
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American Psychological Association Annual Convention (APA)
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2017
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American Educational Research Association Annual Meeting (AERA)
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2016
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American Psychological Association Annual Convention (APA)
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2015
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Association for Psychological Science Convention (APS)
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Ad Hoc Reviewers
Journals:
Personality and Social Psychology Bulletin; Learning and Individual Differences; International Journal of Educational Research; International Journal of STEM Education; Educational Studies; Computer Applications in Engineering Education; Computer Assisted Language Learning; International Journal of Psychology; Current Psychology
Conference:
American Educational Research Association 2022 Annual Meeting
American Educational Research Association 2021 Annual Meeting
Personality and Social Psychology Bulletin; Learning and Individual Differences; International Journal of Educational Research; International Journal of STEM Education; Educational Studies; Computer Applications in Engineering Education; Computer Assisted Language Learning; International Journal of Psychology; Current Psychology
Conference:
American Educational Research Association 2022 Annual Meeting
American Educational Research Association 2021 Annual Meeting
