Pink Time: Evidence of Self-Regulated Learning and Academic Motivation Among Undergraduate Students

Abstract

This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students’ primary motivations for learning, and correspondingly present obstacles for improved critical thinking skills, student autonomy, and engagement. This study examines students’ responses to an iterative assignment that asks them to “skip class, do anything you want, and give yourself a grade.” Mixed methods of data collection and analysis were used to assess the efficacy of the assignment. The findings support the idea that the Pink Time assignment promotes self-regulated learning and academic motivation.

Keywords:

• student-centered teaching
• self-regulated learning
• pedagogy
• academic motivation
• sustainability

Additional information

Notes on contributors

Timothy D. Baird

Timothy D. Baird is an assistant professor in the Department of Geography at Virginia Tech, Blacksburg, Virginia, USA.

David J. Kniola

David J. Kniola is an assistant director in the Office of Assessment and Evaluation and an affiliated assistant professor in the higher education program at Virginia Tech, Blacksburg, Virginia, USA.

Ashley L. Lewis

Ashley L. Lewis is a graduate student in the Department of Geography at Virginia Tech, Blacksburg, Virginia, USA.

Shelli B. Fowler

Shelli B. Fowler is the senior director of Networked Pedagogies in Technology-enhanced Learning and Online Strategies (TLOS) and an associate professor in the Department of English at Virginia Tech, Blacksburg, Virginia, USA.