Strategy-based motivation and learner-generated drawing: linking motivation and drawing processes in geometry modelling

Abstract In this study, we examine the associations between strategy-based motivation (SBM) and how students construct and use drawings when solving geometry modelling problems. Sixty-six ninth- and tenth-grade students completed an SBM questionnaire assessing their expectancies of success, values, and effort intentions regarding the drawing strategy. They then solved six modelling problems while their eye movements were recorded using Tobii Glasses 3. Measures included effectiveness of drawing construction and use (derived from eye-tracking measures), drawing accuracy, and modelling performance (derived from scored drawings and solutions). Linear mixed models showed that expectancies of success and effort intentions were positively associated with the effectiveness of drawing construction and use, drawing accuracy, and modelling performance, although the variance explained by SBM was small. Findings support motivational theories by demonstrating that SBM is related to situated drawing processes as well as drawing and modelling outcomes.