Keywords
Self-regulated learning, motivation, performance data, log-file data, keystroke logging behavior
Abstract
This publication-based dissertation includes three manuscripts with distinct statistical methods to investigate self-reported motivation, self-reported self-regulated learning (SRL), and enacted SRL processes in undergraduate student contexts towards understanding how students learn how they learn.
The first manuscript focused on 1248 undergraduate statistics students, utilized self-reported motivation, and interpreted logfile data of time spent within an online textbook through the lens of SRL using hierarchical cluster analysis followed by k-means cluster analysis to identify four distinct motivation clusters. Results from a repeated measures ANOVA suggest that students did not spend time differently within the textbook, whereas there were differences between motivation clusters and how they performed on formative assessments. The second manuscript analyzed performance over time for 95 students in a fundamental engineering course. Students were tested on the same topic three times and responded to a self-report survey of achievement goal orientation (AGO). I utilized multilevel growth modeling to investigate if students improved their performance on that specific question over three attempts, as well as whether their self-reported SRL, AGO, and demographic factors predicted the growth. The third manuscript investigates 62 writing students’ keystroke logging behavior and self-reported AGO. A Markov Chain identified keystroke logging patterns, where I analyze six frequent and unique patterns indicative of revision and metacognitive monitoring. I conducted a multinomial logistic regression suggesting the likelihood of the behavior pattern in comparison to a reference group as predicted by AGO. As each of these studies was conducted with students in particular learning contexts, recommendations were made for pedagogical practices to foster SRL and create environments in which students can adopt a mastery goal orientation. The insights gained from this dissertation will advance our interpretations within learning sciences and across various disciplines as these data are collected from students who are in particular contexts.
Completion Date
2025
Semester
Summer
Committee Chair
Taub, Michelle
Degree
Doctor of Philosophy (Ph.D.)
College
College of Community Innovation and Education
Department
Education
Format
Release Date
8-15-2026
Document Type
Dissertation
Campus Location
Orlando (Main) Campus
Subjects
Dissertations, Academic--Education; Motivation in education--Research; Learning, Psychology of--Research; Students--Attitudes--Research; Educational psychology--Research
STARS Citation
Outerbridge, Sierra, "Towards Supporting Undergraduate Students to Become Lifelong Learners: A Multimethod, Multimodal, and Multigranular Analysis of Motivation and Self-Regulated Learning in Context" (2025). Graduate Thesis and Dissertation post-2024. 564.
https://stars.library.ucf.edu/etd2024/564
Accessibility Statement
This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.