Khan, T., & Bonem, E., & Cho, H. J. (2022, August), Undergraduate Students' Motivation to Learn, Attitudes, and Perceptions of Assessments in a Cybersecurity Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41883

\bibitem{asee_peer_41883}
  Khan, T., \& Bonem, E., \& Cho, H. J. (2022, August), \emph{Undergraduate Students' Motivation to Learn, Attitudes, and Perceptions of Assessments in a Cybersecurity Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41883

Tahir Khan, Emily Bonem, and Hyun Jin Cho.  "Undergraduate Students' Motivation to Learn, Attitudes, and Perceptions of Assessments in a Cybersecurity Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41883 Internet.  25 Jun, 2024

\bibitem{asee_peer_41883}
  Tahir Khan, Emily Bonem, and Hyun Jin Cho.
  "Undergraduate Students' Motivation to Learn, Attitudes, and Perceptions of Assessments in a Cybersecurity Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41883 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_41883
author = "Tahir Khan, Emily Bonem, and Hyun Jin Cho"
title = "Undergraduate Students' Motivation to Learn, Attitudes, and Perceptions of Assessments in a Cybersecurity Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41883}
number = {10.18260/1-2--41883}
}

TY  - CPAPER
AB  - The theoretical framework of self-determination theory (SDT) [1], [2] suggests that providing a learning environment which supports students' autonomy, competence and relatedness promotes students' autonomous motivation and desirable learning outcomes. To promote choice and autonomy in a cyber forensic course at a large research university, students were given a variety of assessment options in place of their regular high-stakes exams. Based on the principles of SDT theory, we hypothesized that meeting the students need for autonomy through these assessment choices would increase students' motivation to learn and lead to a better understanding of the learning materials. We also explored students' perceptions of the multiple assessment options and their reasoning for choosing their preferred option. A mixed-method approach was used to explore students’ perspectives about their learning experiences related to different assessment methods. Findings revealed that students’ autonomy, competence, and relatedness needs were correlated with the autonomous form of motivation (i.e., intrinsic, integration, and identification). Furthermore, students’ basic needs and autonomous motivation were correlated with students’ adaptive beliefs about assessment. The qualitative results showed that students had reasons varied based on the type of format they chose for their exam.
AU  - Tahir Khan
AU  - Emily Bonem
AU  - Hyun Jin Cho
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Undergraduate Students' Motivation to Learn, Attitudes, and Perceptions of Assessments in a Cybersecurity Course
UR  - https://peer.asee.org/41883
DO  - 10.18260/1-2--41883
ER  -