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Marianna Ostrovska et al // The Use of Creative Projects for the Enhancement of Primary School ... 890-907

DOI: https://doi.org/10.46925//rdluz.41.49

The Use of Creative Projects for the Enhancement of Primary School

Students' Learning Motivation

Marianna Ostrovska *

Kateryna Margitych **

Nadiia Bryzhak ***

Ihor Bopko ****

Marianna Bedevelska *****

ABSTRACT

This study aimed to investigate the impact of the creative projects method on the motivation of

primary school students. The research employed a combination of semi-structured interviews

and surveys, utilizing the Torrance Tests of Creative Thinking (TTCT) and the Motivated

Strategies for Learning Questionnaire (MSLQ). Data analysis included mathematical techniques,

Pearson's test, Cohen's kappa, and Cronbach's alpha coefficients. Results revealed that nearly

half of the teachers surveyed did not employ the creative projects method in primary school,

citing concerns about students' readiness. However, teachers utilizing this approach reported

positive effects on students' cognitive engagement in the classroom. The study confirmed that

the creative projects method led to increased levels of creativity and heightened learning

motivation among primary school students. Notably, there was an average academic

performance improvement of 6% observed among third-grade pupils over a six-month period.

Consequently, the creative projects method significantly enhances student activity, fosters

creativity, stimulates motivation, and improves academic success. Future research should

expand on the influence of this method on motivation across all educational grade levels.

KEYWORDS: activity approach, interactive methods, innovative technologies, project-based

learning, creativity, student achievements.

*

Associate Professor at the Department of Pedagogy and Psychology, Ferenc Rakoczi II Transcarpathian

Hungarian College of Higher Education, Berehovo, Ukraine. ORCID: https://orcid.org/0000-0001-8810-3810.

E-mail: pedagog.m23@gmail.com

*

*Associate Professor at the Department of Рhilology, Ferenc Rakoczi II Transcarpathian Hungarian College

of Higher Education, Berehovo, Ukraine. ORCID: https://orcid.org/0000-0003-4300-5939. E-mail:

margitickatalin@gmail.com

*

**Associate Professor of the Department of Theory and Methods of Primary Education, Mukachevo State

University, Mukachevo, Ukraine. ORCID: https://orcid.org/0000-0003-2795-6005. E-mail:

nid.bruzhak@gmail.com

***Associate Professor at the Department of English Philology and Methodology of Foreign Language

Teaching, Mukachevo State University, Mukachevo, Ukraine. ORCID: https://orcid.org/0000-0003-0517-

771. E-mail: igorbopko.719@gmail.com

**** Senior Lecturer of the Department of English Language, Literature with Teaching Methods,

*

3

*

Mukachevo State University, Mukachevo, Ukraine. ORCID: https://orcid.org/0000-0002-9788-0272. E-mail:

Marianna.9bedevelska@gmail.com

Recibido:24/03/2023

Aceptado: 17/05/2023

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DOI: https://doi.org/10.46925//rdluz.41.49

El uso de proyectos creativos para mejorar la motivación del

aprendizaje en los estudiantes de primaria

RESUMEN

Este estudio tuvo como objetivo investigar el impacto del método de proyectos creativos en

la motivación de estudiantes de primaria. La investigación empleó una combinación de

entrevistas y encuestas semiestructuradas, utilizando las Pruebas de Pensamiento Creativo

de Torrance (TTCT) y el Cuestionario de Estrategias Motivadas para el Aprendizaje

(

MSLQ). El análisis de datos incluyó técnicas matemáticas, prueba de Pearson, kappa de

Cohen y coeficientes alfa de Cronbach. Los resultados revelaron que casi la mitad de los

profesores encuestados no empleaban el método de proyectos creativos en la escuela

primaria, citando preocupaciones sobre la preparación de los estudiantes. Sin embargo, los

profesores que utilizaron este enfoque informaron efectos positivos en la participación

cognitiva de los estudiantes en el aula. El estudio confirmó que el método de proyectos

creativos condujo a mayores niveles de creatividad y mayor motivación para el aprendizaje

entre los estudiantes de primaria. En particular, se observó una mejora promedio en el

rendimiento académico del 6% entre los alumnos de tercer grado durante un período de seis

meses. En consecuencia, el método de proyectos creativos mejora significativamente la

actividad de los estudiantes, fomenta la creatividad, estimula la motivación y mejora el éxito

académico. Las investigaciones futuras deberían ampliar la influencia de este método en la

motivación en todos los niveles educativos.

PALABRAS CLAVE: enfoque de actividad, métodos interactivos, tecnologías innovadoras,

aprendizaje basado en proyectos, creatividad, logros de los estudiantes.

Introduction

The quality of education in early childhood significantly influences a child's future

educational and cognitive development. The cognitive abilities developed during this period

lay the foundation for further learning (Lamrani & Abdelwahed, 2020). The academic

performance of Ukrainian primary school students, as of 2018, ranked in the lower half

globally, underscoring the need for effective teaching methods to boost motivation and

interest

https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf).

The 21st century's educational landscape emphasizes the development of skills for

in

learning

(

lifelong learning, making teaching students how to learn a paramount goal (Lindner &

Schwab, 2020; Voskamp et al., 2022). The rapid advancement of Information and

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Marianna Ostrovska et al // The Use of Creative Projects for the Enhancement of Primary School ... 890-907

DOI: https://doi.org/10.46925//rdluz.41.49

Communication Technology (ICT) further necessitates adapting teaching styles to meet the

evolving needs of digitally native students (Bui et al., 2020; Bhati & Song, 2019).

Motivation plays a critical role in student success, with internal motivation being

particularly influential (Tokan & Imakulata, 2019). Engin (2020) and Wardani et al. (2020)

define motivation as the driving force behind behavior and its continuity, serving as a

determinant of goal achievement. Hence, motivating students to become active, curious, and

attentive learners is essential (Lamrani & Abdelwahed, 2020).

Although literature explores various methods to enhance learning and motivation,

there's limited information on using the creative project method to motivate primary school

students. Therefore, this study examines the creative projects method's potential to enhance

motivation among third-grade primary school students.

Aim and Objectives

The primary aim of this study is to investigate the creative projects method's impact on

students' motivation in a primary school setting, using third-grade students as subjects. To

achieve this aim, the study pursues the following objectives:

Determine teachers' attitudes towards the project method.

Implement the creative projects method in the experimental group.

Assess changes in students' motivation resulting from the use of creative projects in

their learning.

1

. Literature review

Numerous strategies, technologies, and methods aim to increase students' interest in

learning, including independent or experimental work, thinking development pedagogy,

interactive technologies, mobile applications, augmented reality, robotics, case methods,

project methods, problem-based learning, and portfolios (Bagila et al., 2019; Rissanen et al.,

2019; Iatsyshyn et al., 2020; Chiazzese et al., 2019; Shkabarina et al., 2020). Aligning

theoretical knowledge with practical application is crucial (Adriyawati et al., 2020).

While these methods hold potential, many teachers hesitate to transition to

independent student learning, which can be a powerful motivator (Voskamp et al., 2022).

Teachers must provide clear instructions for independent learning, support students'

information requests, and create optimal learning materials (Izatulloyevich, 2020). Teacher

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training should enhance pedagogical and methodological skills, utilizing innovative teaching

technologies (Shkabarina et al., 2020; Ishchenko et al., 2022).

Gamification, including educational games and computer games, can motivate primary

school students and promote creativity, innovation, attentiveness, and knowledge

acquisition (Lamrani & Abdelwahed, 2020; Hallifax et al., 2020; Quintas-Hijós et al., 2020).

Augmented reality technologies offer neweducational opportunities (Fuchsova & Korenova,

2019), while gamification and project-based learning foster higher-order thinking skills

(

Eliyasni et al., 2019).

The project method is an innovative, person-oriented, interactive approach to learning,

enhancing motivation and critical thinking (Anwer, 2019; Koban et al., 2019; Indrawan &

Jalinus, 2019; Stark, 2019; Aliyyah et al., 2020). It cultivates key competencies, practical skills,

and an entrepreneurial mindset (Iatsyshyn et al., 2020; Llorent García et al., 2022). The

project method also promotes creativity and independent problem-solving (Koban et al.,

2019; Adriyawati et al., 2020).

2. Methods

This study consisted of three stages. The first stage involved semi-structured interviews

with primary school teachers to assess their attitudes towards the project method and

explore their methods for implementing creative projects. A survey of pupils was also

conducted using the methodology of Anwer (2019). The second stage introduced training

with the creative projects method in the experimental group for one academic semester. The

third stage assessed the final level of students' motivation and creative abilities.

The sample included 796 third-grade pupils: 401 in the experimental group and 395 in

the control group. Additionally, 39 primary school teachers were included. The study utilized

semi-structured interviews, the Torrance Tests of Creative Thinking, the Motivated

Strategies for Learning Questionnaire, and a standard test for academic achievement. Data

analysis involved statistical methods.

3. Results

Semi-structured interviews with primary school teachers revealed that 51% of teachers

use the project method at least once per semester, while 49% consider it unsuitable for

primary school due to students' developmental readiness (Figure 1).

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Frequency of application of the creative projects

method

once per semester

1

1%

never

9%

once per quarter

4

2

5%

once per

month

1

3%

more often than

once a month

2

%

Figure 1. The frequency of the use of the creative projects method by primary school

teachers

Among teachers who organized pupils' work on creative projects, a significant portion

74%) did so outside of regular school hours, either as homework in an extended day group

(

or with parental supervision at home. The most commonly recommended forms of

presentation for project results included posters (62%), products made from natural

materials (23%), reports or written work (8%), and other formats (7%).

All teachers who implemented the project method in elementary school reported

positive impacts, with 76% noting increased student interest in educational material, 25%

observing enhanced confidence in expressing opinions, and 82% observing greater student

activity in class.

A survey of primary school pupils revealed their favorite school subjects to be drawing,

reading, music, and English. These subjects allowed students to actively engage and

showcase their creativity while acquiring knowledge. The survey also highlighted that

students preferred subjects that interested them the most (39% of respondents). The second

most influential factor in students' subject preferences was the potential for earning high

grades (31%). Energetic, active teachers influenced 16% of students' subject preferences.

Most students enjoyed completing practical tasks independently or in small groups, and an

engaging, free classroom atmosphere was the most motivating factor for learning (14%).

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In the experimental group, creative projects were implemented with specific

requirements:

Freedom in selecting information sources and processing methods.

Adequate time for project work, considering individual student characteristics.

Utilization of a wide range of educational resources developed by the teacher.

Formulation of project topics to stimulate independent learning based on students'

experiences.

A friendly atmosphere, cooperation, and respect, with no undue pressure on project

performers, and flexibility in learning.

The possibility of involving external resources not directly associated with the

educational institution, such as museums, research institutions, industries, etc.

Presentation of project results in the form of demonstrations and commentary on

posters created by students or the display of finished products made from various materials.

ICT tools were also allowed.

Testing conducted using the Torrance Tests of Creative Thinking demonstrated that

the introduction of project methods into the educational process had a positive impact on

students' creative abilities (Figures 2 and 3). The study found that the number of students

with a normal creativity level increased by 8%, those with slightly above the norm by 6%,

those above the norm by 2%, and those at the highest level by 1%. Conversely, the number of

students with very low creativity levels decreased by 8%, and those with below-normal

creativity decreased by 5%, and slightly below the norm decreased by 4%.

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Distribution of pupils by creativity levels

above 70 – excellent

3

0 points - a very

low level

1

%

66-70 -above

the norm

1

1%

8%

3

0-34 - below the

norm

6

1-65 - slightly

above the norm

5%

1

5%

1

3

5-39 - slightly

below the norm

3%

40-60 – norm

27%

2

Figure 2. The results of the Torrance Tests of Creative Thinking in the experimental

group before the introduction of the project method

As Table 1 shows, the teacher evaluated the results of the pupils’ work with a lower

score (the total score given by the teacher is 26.2 out of a possible 40 points) than the pupils.

The score put down by pupils who were not part of the group was lower (28.2 out of 40)

than those who did the work together (31.0 out of 40). The total score shows that, on average,

pupils’ creative projects were completed at a sufficient level.

Table 2 presents the results of the application of the Motivated Strategies for Learning

Questionnaire (MSLQ) are presented (the questions are presented in Appendix A).

As shown in Table 2, the implementation of creative projects in primary school lessons

has led to several positive outcomes for pupils. It has contributed to an increase in pupils'

confidence in their knowledge, a greater desire to acquire further knowledge, and a

willingness to put in more effort for this purpose. Additionally, pupils have shown a

heightened interest in studying academic subjects.

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Distribution of pupils by creativity levels

above 70 –

excellent

3

0 points - a very

low level

6

6-70 -

2%

30-34 - below the

above the

norm

3

%

norm

1

0%

10%

6

1-65 - slightly

above the norm

1%

35-39 - slightly

below the norm

19%

2

4

0-60 – norm

3

5%

Figure 3. The results of the Torrance Tests of Creative Thinking in the experimental

group after the introduction of the project method

Table 1 presents the results of the evaluation of the project-based learning, carried out

with the use of the Clark form.

Table 1. Assessment for a creative project

thinking

cooperation

communication creativity

Points

total

Grade

M

SD

M

SD

M

SD

M

SD

Of teacher

6.7

0.29 6.8

0.37 7.4

0.45

0.52

6.5

7.6

0.53

0.48

6.2

8.1

0.59 26.2

0.36 31.0

Of pupils in the 7.9

group

Of pupils out of 7.1

the group

0.52 6.3

0.38

7.1

0.32

7.7

0.48 28.2

Total score

Maximum

21.7

30

20.5

30

21.2

30

22.0

30

85.4

120

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Table 2. Results of motivation evaluation according to MSLQ

Question

No.

Control group

Before the experiment After the

experiment

Experimental group

Before the

After the

experiment

M

SD

M

SD

M

SD

M

SD

1

2

3

4

5

6

7

8

.

4.48

3.58

3.48

3.47

4.15

3.98

4.94

3.56

3.47

3.09

3.84

3.98

3.76

4.11

4.18

3.97

4.36

4.95

3.82

3.51

3.97

3.46

5.23

4.12

4.58

5.34

5.47

3.81

4.02

4.73

3.24

3.07

3.48

4.38

3.09

3.13

1.01

4.72

3.59

3.29

3.62

4.27

4.02

5.02

3.60

3.54

3.11

0.99

1.27

0.94

0.87

0.83

0.95

0.76

1.18

0.89

0.78

0.83

0.87

1.07

0.85

0.87

0.92

1.19

4.47

3.58

3.47

4.16

3.97

4.92

3.57

3.48

3.08

3.86

3.99

3.77

4.10

4.19

3.96

4.39

4.94

3.79

3.52

3.98

3.49

5.21

4.15

4.58

5.35

5.46

3.84

4.01

4.72

3.24

3.07

3.46

4.38

3.08

3.14

4.82

4.96

3.33

3.86

3.40

2.99

4.26

3.76

1.02

1.35

0.91

0.89

0.81

0.93

0.87

1.23

0.92

0.89

0.94

0.83

0.97

0.89

0.95

0.90

1.26

1.19

5.49

3.55

2.30

4.49

5.87

5.20

5.38

4.59

3.26

4.19

4.94

2.15

4.98

4.79

5.13

3.50

5.78

5.83

5.06

2.15

5.01

2.37

5.98

4.63

5.47

4.21

4.18

5.48

5.17

5.09

3.25

3.96

4.21

5.17

3.74

4.03

3.15

3.08

4.99

4.71

4.15

3.02

4.73

4.66

0.96

1.31

1.36

0.89

0.91

0.77

0.82

0.83

1.29

0.86

0.98

0.76

0.92

1.10

0.73

0.93

0.86

1.37

1.16

1.01

0.87

0.92

0.83

0.99

0.85

1.11

9

.

0.

1

1.02

0.93

0.77

0.91

0.89

0.84

0.92

0.79

1.03

1.08

1.04

0.89

0.94

0.86

0.84

1.16

0.79

0.93

0.87

0.84

0.93

1.09

0.96

0.78

0.86

0.93

1.12

1

2

3

4

4.07

4.15

3.91

4.29

4.26

3.99

4.42

5.07

3.98

3.49

4.12

3.38

5.46

4.27

4.61

5.28

5.36

4.23

4.16

4.98

3.49

3.26

3.59

4.63

3.24

3.29

4.76

4.93

3.47

3.99

3.52

3.01

4.57

3.85

2.

3.

4.

5.

6.

7.

8.

9.

1.12

0.86

0.97

0.99

1.12

0.93

0.99

0.91

0.95

0.89

1.12

0.

1.

0.93

0.95

1.17

0.77

1.01

2.

3.

4.

5.

6.

7.

8.

9.

0.82

1.05

0.91

0.99

0.85

0.83

0.89

1.20

0.97

0.89

0.84

0.83

0.97

0.89

0.95

0.91

1.16

0.89

0.94

0.79

0.89

0.95

1.03

1.01

0.83

0.79

0.81

0.99

0.94

0.82

0.80

1.04

1.18

0.83

0.86

0.73

0.85

0.79

1.08

0.87

0.92

0.83

0.87

1.03

0.85

0.97

0.92

1.29

1.02

0.96

0.95

0.89

1.02

0.

1.

2.

3.

4.

5.

6.

7.

8.

9.

0.

1.

2.

3.

4.

0.83

0.96

0.85

1.27

1.06

0.91

0.83

0.75

1.07

4.82

4.96

3.32

3.87

3.41

2.99

4.26

3.77

1.09

0.92

0.90

0.87

0.91

1.02

0.89

0.84

0.96

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The study also revealed that pupils in the experimental group exhibited improved

information handling skills. They were better equipped to independently search for

information, extract relevant information from a large volume of data, process and interpret

information, formulate questions to clarify information, comprehensively investigate

problematic issues, generate ideas for solving complex tasks, express their opinions clearly

on research topics, gracefully accept and correct mistakes, and formulate and defend their

own opinions with well-founded arguments.

Table 3 presents the results of an assessment of pupils' academic performance in the

sample.

Table 3. Results of checking pupils’ academic performance

Control group

Experimental group

Before the experiment After the

experiment

Before the

experiment

After the

experiment

M

SD

0.49 7.0

M

SD

0.65

M

6.9

SD

0.78

M

7.6

SD

0.61

6

.9

As depicted in Table 3, the utilization of creative projects within primary school

settings contributes significantly to a 6% average increase in the academic performance of

third-grade students. This outcome was established through rigorous mathematical analysis,

which examined the weighted sum of squared deviations of group averages from the overall

average. The heterogeneity of the sample was a key factor, considering the diverse

pedagogical experiment settings across various classes, instructors, and educational

institutions, each subject to distinct learning conditions.

Furthermore, it was observed that the root mean square deviations from the mean value

for the same questionnaire questions differed across the sampled educational institutions.

This disparity highlights the variability in intergroup and intragroup variances. Such

discrepancies between these variances during the study underscore the rejection of the null

hypothesis, indicating the presence of a meaningful relationship.

When Pearson’s test was applied to the research findings, it was evident that the χ_1^2

values obtained for the experimental group exceeded the χ_12^2 values calculated for the

control group. This compelling evidence suggests a strong connection between the

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implementation of creative projects in accordance with the specified requirements within

the experimental group and the subsequent enhancement of primary school students'

motivation to learn, leading to improved academic performance.

Additionally, Cohen’s coefficient was computed for the experimental group, with

values ranging from 0.8 to 1.0. This signifies a high level of effectiveness in using the creative

projects method to boost students' motivation to learn. In contrast, the control group, which

followed traditional teaching methods, yielded a Cohen’s coefficient of 0.35, indicating a

medium level of effect.

4

. Discussion

In today's rapidly evolving world, it is essential for the education system to evolve in

tandem with technological advancements and societal needs (Eliyasni et al., 2019). Therefore,

it is imperative to shift from traditional educational approaches to more contemporary ones.

Research conducted in the USA and UK (Lamrani & Abdelwahed, 2020) has demonstrated

a correlation between the quality of educational institutions and their students' performance

in language and mathematics. The efficacy of learning is heavily influenced by learning styles,

approaches, and methodologies. Anwer (2019) conducted an experiment confirming that

students' success increases by approximately 30% when employing an activity-based

approach in education, where students actively participate in acquiring new knowledge

through collaboration with classmates in the educational environment, as opposed to

traditional lectures.

This study indicates that the success rate of elementary school students increased by

6

% over six months of using the creative projects method, which can be attributed to the

implementation of the activity-based approach. Furthermore, there is a clear connection

between students' motivation and their success. The project-based method was found to

improve academic performance in 90% of students (Indrawan & Jalinus, 2019), equipping

7

8% of school graduates with the necessary skills and competencies for future professional

endeavors.

The introduction of STEM-based project methods yielded a high level of scientific

literacy in 42% of students and an average level in 28%. However, a small fraction of students

struggled to grasp fundamental concepts even after teacher explanations (Adriyawati et al.,

2020).

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Research by Lamrani and Abdelwahed (2020), involving 30 children, showcased the

positive impact of business games on student motivation, productivity, and knowledge

acquisition. This approach allowed for a comprehensive understanding of educational

content in a short timeframe. The study conducted by Voskamp et al. (2022) revealed that

boys and girls employ different tools for motivation.

Iatsyshyn et al. (2020) found that project-based activities increase students' interest in

learning and motivation, ultimately enhancing their academic performance and future

competitiveness in the job market. This, in turn, contributes to the overall economic

development of the country.

Aguilera and Ortiz-Revilla (2021) underscored the positive influence of STEM

education and project-based learning on students' creativity, establishing a link between

creativity, project-based learning, and the motivation of primary school students. This

combination significantly impacted students' motivation and academic performance.

One significant outcome of using the project method is the development of students'

responsibility, independence, and discipline (Bui et al., 2020). These qualities are nurtured

when students assume roles such as researchers, problem solvers, or document providers. An

example involving 156 primary school pupils revealed that the project method contributed to

literacy growth, regardless of gender. Additionally, it enhanced social and emotional

competence, including self-awareness, self-management, motivation, and social awareness,

as well as empathy among girls (with no such effect observed in boys) (Llorent García et al.,

2022). Project-based learning also boosted students' self-confidence.

However, as the survey by Hanif (2020) indicated, not all teachers have abandoned

traditional lecture-style teaching. Reasons cited include a lack of time to develop innovative

teaching materials. Some argue that combining traditional and innovative methods may be

more effective in educational institutions (Tangirqulov, 2022).

Engin (2020) identified multiple factors influencing primary school students'

motivation, including parental attitudes toward education and their level of education,

teacher motivation, and self-efficacy. Cooperation between parents, teachers, school

administration, and students is deemed essential to achieve educational goals.

Wardani et al. (2020) established that intrinsically motivated students outperformed

extrinsically motivated students academically. Teachers can enhance student motivation by

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fostering personal exploration and meaningful connections to their work. Teacher-organized

discipline should manifest as a form of care rather than contempt. To increase student

motivation, teachers should value students' opinions, offer praise for correct actions, show

respect, foster friendly relations among students, instill a sense of classmate camaraderie, and

shield them from the fear of failure.

Conclusions

The ever-changing environment in which children grow necessitates continuous

innovations in the education system. These innovations encompass novel approaches,

strategies, and teaching methods. As demonstrated by this research, the creative projects

method effectively develops students' creative abilities, cognitive interest, and motivation in

primary school. The use of creative projects correlates with a notable 6% increase in students'

performance on average.

The findings of this study hold both theoretical and practical significance. They

contribute to the existing theoretical knowledge concerning innovative teaching methods in

primary schools and underscore the practical importance of employing the creative projects

method.

Future research opportunities exist in exploring the impact of the creative projects

method on the motivation of students in various grade levels, from 1st to 2nd and 4th grades

in primary school, secondary school, high school, and higher educational institutions.

Additionally, further investigation into new and effective methods of stimulating students'

motivation for learning is warranted.

Limitations

This research exclusively focused on the impact of the project method in third-grade

primary school classrooms. Consequently, the effects of creative projects on the motivation

of 1st-2nd and 4th-grade students remain unexamined.

Recommendations

The outcomes of this study can guide primary school teachers in their professional

practices. The conclusions drawn from this research can serve as a valuable resource for

educators and researchers seeking effective innovative teaching methods.

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Appendix A

MSLQ Motivated Learning Strategies Questionnaire List (Pintrich et al., 1990)*

Please rate the following items based on your behaviour in this class.

Your rating should be on a 7- point scale where 1= not at all true of me to 7=very true of me.

1

2

3

4

. I prefer class work that is challenging so I can learn new things.

. Compared with other students in this class I expect to do well

. I am so nervous during a test that I cannot remember facts I have learned

. It is important for me to learn what is being taught in this class

5

. I like what I am learning in this class

6

. I’m certain I can understand the ideas taught in this course

7

. I think I will be able to use what I learn in this class in other classes

. I expect to do very well in this class

. Compared with others in this class, I think I’m a good student

8

9

1

0. I often choose paper topics I will learn something from even if they require more work

1. I am sure I can do an excellent job on the problems and tasks assigned for this class

2. I have an uneasy, upset feeling when I take a test

3. I think I will receive a good grade in this class

4. Even when I do poorly on a test I try to learn from my mistakes

5. I think that what I am learning in this class is useful for me to know

6. My study skills are excellent compared with others in this class

7. I think that what we are learning in this class is interesting

8. Compared with other students in this class I think I know a great deal about the subject

9. I know that I will be able to learn the material for this class

2

0. I worry a great deal about tests

1. Understanding this subject is important to me

2. When I take a test I think about how poorly I am doing

3. When I study for a test, I try to put together the information from class and from the book

4. When I do homework, I try to remember what the teacher said in class so I can answer

the questions correctly

2

5. I ask myself questions to make sure I know the material I have been studying

6. It is hard for me to decide what the main ideas are in what I read

7. When work is hard I either give up or study only the easy parts

8. When I study I put important ideas into my own words

9. I always try to understand what the teacher is saying even if it doesn’t make sense.

3

0. When I study for a test I try to remember as many facts as I can

1. When studying, I copy my notes over to help me remember material

2. I work on practice exercises and answer end of chapter questions even when I don’t have

to

3

3. Even when study materials are dull and uninteresting, I keep working until I finish

4. When I study for a test I practice saying the important facts over and over to myself

5. Before I begin studying I think about the things I will need to do to learn

6. I use what I have learned from old homework assignments and the textbook to do new

assignments

7. I often find that I have been reading for class but don’t know what it is all about.

3

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3

8. I find that when the teacher is talking I think of other things and don’t really listen to

what is being said

3

9. When I am studying a topic, I try to make everything fit together

4

0. When I’m reading I stop once in a while and go over what I have read

1. When I read materials for this class, I say the words over and over to myself to help me

remember

4

2. I outline the chapters in my book to help me study

3. I work hard to get a good grade even when I don’t like a class

4. When reading I try to connect the things I am reading about with what I already know.

*Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning

components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.

907