ERIC Number: EJ1067388
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-6044
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Available Date: N/A
The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement
Imhof, Margarete; Spaeth-Hilbert, Tatjana
International Journal of Higher Education, v2 n3 p69-80 2013
Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students (N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive studying behavior? Results show low to moderate correlations between cognitive-motivational variables and performance. A cluster analysis yielded three profiles: (1) interested learners with high academic self-concept and effort investment; (2) low interest learners with high academic self-concept and low effort investment; and (3) interested learners with low self-concept and low effort. Groups 2 and 3 are considered at-risk students for developing a surface approach to learning and for drop out.
Descriptors: Student Motivation, Role, Self Concept, At Risk Students, Schemata (Cognition), Academic Achievement, College Freshmen, Multivariate Analysis, Profiles, Academic Ability, Cognitive Style, Learning Processes, Dropouts, Factor Analysis, Blended Learning, Introductory Courses, Learning Strategies, Prior Learning, Tests, Predictor Variables, Personality Traits, Questionnaires, Educational Psychology, Goal Orientation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
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