The Role of Motivation in Knowledge Acquisition

Abstract

As our research is based on so called dynamic systems or microworlds we first describe and discuss this paradigm. We give a short overview on the huge variety of tasks that are subsumed under this label. In particular, we reflect on advantages of our biology-lab task. Subsequently, we introduce our cognitive-motivational process model which specifies variables that help to describe self-regulated learning. Initial motivation (probability of success, interest, anxiety, and challenge) affects performance through mediating variables, for example strategies and motivation during learning. Metacognition especially planning could be included as a further mediating variable. This theoretical model has already been studied with our biology-lab task (Vollmeyer & Rheinberg, 2006). In this study, motivation influenced performance (initial motivation and motivation during learning could both predict knowledge acquisition). Initial motivation influenced which ­strategy was chosen (more motivated participants chose more systematic strategies and were more motivated during learning). Participants with a systematic strategy and more motivation during learning performed better. With the aid of this study we discuss which aspects of metacognition could be integrated into the model without risking an overlap with the construct of motivation.