Dr. A.Porshnev2

National Research University – Higher School of Economics Nizhniy Novgorod, Russia

Prof.Dr.H.GiestPotsdam University, Germany

ISCAR 2011, 5-10 September

Do new media affect learning motivation: cross cultural study of German and Russian students?1

1 Project was supported by Alexander von Humboldt Foundation grant 3.1-RUS/1130038 BUKA

2 Porshnev’s research was supported by Scientific Foundation of State University Higher School of Economics Moscow grants: # 07-01-160, #10-01-0021 and travel grant to participate in ISCAR2011

STUDENTS AND NEW TECHNOLOGIES

• New learning opportunities (Wiki, Communities of Practice and etc.)

• Learning neutral changes (Social networks – Facebook, Communication – Skype and etc.)

• Potential traps (Copy Paste – Plagiarism, Information overload)

ZERO HYPOTHESIS:Penetration of Internet in society and opportunities Internet create increase intrinsic learning motivation of studentsInternet world statisticsInternet penetration: 67.0% Germanу (Dec/08, per Nielsen) - 27.0% Russia (Dec/08, 27, per POF)In our surveyTechnology in University (Germany - Russia)Time of computer ownership (Germany - Russia)Frequency of computer usage (Germany - Russia)

QUESTION: I copy and paste texts from a books or Internet uncited? (Russian sample, data from our research)

In Russia sum 51,8%

METHODS

Demographic questions Questions about

students’ behavior Motivation scales

Russian - German – Russian blind back translated questionnaire (84 questions)based on 1. “Motivated Strategies for Learning Questionnaire” (P.Pintrich

1991);2. “Motivation of Internet Users in Russia” (A.Voiskunsky and

others 2000);3. “Students Motivation of usage Internet in Russia” (A.Porshnev,

2008);4. “Pew Internet & American Life Project” (2009);5. “Classroom Technology in Business Schools” (B.Parker,

D.Burnie, 2009); Sections of questionnai

re

GEOGRAPHY OF RESEARCH

Germany - 332 (523) students

Russia - 865 (1119) students

MOTIVATION SCALES

Intrinsic orientations *Extrinsic orientations *Test Anxiety *Web-usage in studying

*Modified scales from Motivated Strategies for Learning Questionnaire were used (MSLQ, P.Pintrich et al. 1991)

Example of itemsI prefer course material that really challenges

me so I can learn new things. (MSLQ)There are courses I am so interested in, that I

continue studying even if I have to work more than necessary (for example, participate in research groups) (created)

α-CronbachRussia = 0,733α-CronbachGermany = 0,733

Intrinsic motivation scale (8 questions)

Example of itemsWhen I take a test I think about how

poorly I am doing compared with other students (MSLQ)

When I take tests I think of the consequences of failing (MSLQ)

α-CronbachRussia = 0,68, α-CronbachGermany = 0,73

Test Anxiety scale (4 questions)

Example of itemsGetting a good grade is the most satisfying thing for me right

now (MSLQ)I make the tasks, because otherwise I will have

troubles (created)

α-CronbachRussia = 0,658, α-CronbachGermany = 0,620

Extrinsic motivation scale (5 questions)

Example of itemsI share my works in Internet (in the blog, site

or forum), because I want to receive feedback (created)

During the course I used to discuss the materials on-line (created)

α-CronbachRussia = 0,726, α-CronbachGermany = 0,775

Web-usage in studying scale (6 questions)

Example of itemsI share my works in Internet (in the blog, site

or forum), because I want to receive feedback (created)

During the course I used to discuss the materials on-line (created)

α-CronbachRussia = 0,726, α-CronbachGermany = 0,775

Web-usage in studying scale (6 questions)

COULD WE COMPARE DATA? Blind back-translation method (Beck et al.,

2003): Russian – German - Russian

Sample equivalence (control for university level, specialization field, age, gender)

Scale equivalence Structural equation modeling (made in EQS)

COVS analysis MACS analysis

STRUCTURAL ANALYSIS 4 Factor model (INT, EXT, TA, A_Web) - low fit for data

More detailed model

INTRINSIC MOTIVATION SUBSCALE 1: ENGAGEMENT mb2 There are courses I am so interested in, that I continue studying even if I have to work more than necessary (for example, participate in research groups)

mb3 Some of task provide me such a pleasure from using my creativity, that I want to spent more time doing them than it is necessary for the exam.

INTRINSIC MOTIVATION SUBSCALE 2 – CHOICE

mb1*. I prefer course material that really challenges me so I can learn new things

mb25 During my studying in University I became so interested in one or several subjects that it influences my choice of the future professional activities.

INTRINSIC MOTIVATION SUBSCALE 3: CHALLENGE mb24* When I have the opportunity in this class, I choose course assignments that I can learn from even if they don't guarantee a good grade.

mb16 If I have a choice between creative exercise and formal one I prefer the creative, even if it could be more complicated

RESULTS OF COVARIANCE STRUCTURE ANALYSIS

8 FACTOR model with partial structural invarianceIntrinsic motivation 3Web activity 3Test anxiety 2 - Configural invarianceNo-Metric invariance-Scalar invariance-Invariance of factor variance-Invariance of latent means

INVARIANCE STRUCTURE FOUND:Intrinsic motivation - F1 (engagement), F2 (choice), F3 (challenge)

Test Anxiety – F4 (exams), F5 (nervous state)-Configural invariance-Metric invariance-Scalar invariance-Invariance of factor variance-Invariance of latent meansResults of simultaneous multigroup analysis

FIT INDICES (BASED ON MODIFIED INDEPENDENCE MODEL, AND ----------- BASED ON COVARIANCE MATRIX ONLY, NOT THE MEANS) BENTLER-BONETT NORMED FIT INDEX = .962 BENTLER-BONETT NON-NORMED FIT INDEX = .988 COMPARATIVE FIT INDEX (CFI) = .992 BOLLEN'S (IFI) FIT INDEX = .992 MCDONALD'S (MFI) FIT INDEX = .993 ROOT MEAN-SQUARE ERROR OF APPROXIMATION (RMSEA) = .021 90% CONFIDENCE INTERVAL OF RMSEA ( .000, .034)

EQS output:

SIGNIFICANT DIFFERENCESIntrinsic motivation F1 (intrinsic engagement) Russia F2 (intrinsic trajectory choice) Germany F3 (intrinsic challenge) Russia

Test Anxiety F4 (exams failing anxiety) GermanyF5 (nervous state while test or exams) Germany

DIFFERENCESQuestion: What for you used the computer yesterday?

Similarities

Question “Do you feel overloaded with information from different sources?”.

Differences

DIFFERENCESQuestion: I copy and paste texts from a books or Internet uncited?

CONCLUSION ICT have no global influence on learning motivation Students require not only ICT tools or instruments,

but also psychological tool to cope with this instruments.

“We should give a child instrument (tool), which would play a special role – organization of his own behavior”

(L.Vygotsky, 1930) A new challenge …

THANK YOU FOR YOUR ATTENTION

Dr. A.PorshnevNational Research University – Higher School of Economics Nizhniy Novgorod, Russia

Dr.Prof.H.GiestPotsdam University, Germany

aporshnev@hse.ru

giest@uni-potsdam.de