Relationships among Textbook Usage and Cognitive-Motivational Constructs

This study examined relationships between students' use of their text and motivational constructs linked to self-regulation: need for cognition, goal orientation, and self-determination. Participants were 234 Educational Psychology students. In the Fall semester students were assigned one of two textbooks whereas in the Spring they were allowed to choose between two textbooks. A basic versus more advanced text were chosen to create a contrast. We hoped that the motivational constructs considered would differentiate the selection and usage of each text. The variables of interest did differentiate choice of text, who read versus did not read the text, and the approach taken when reading the text (e.g., skimming, reading, reading and making notes). Specific effects, discussion, and suggestions for future research are delineated. (Contains 4 tables.)