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ERIC Number: EJ915669
Record Type: Journal
Publication Date: 2011-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Motivation and Students' Use of Learning Strategies: Evidence of Unidirectional Effects in Mathematics Classrooms
Berger, Jean-Louis; Karabenick, Stuart A.
Learning and Instruction, v21 n3 p416-428 Jun 2011
Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects--whether motivation affects strategy use, the converse, or whether the effects are bidirectional--and which components of motivation and strategies are involved. A two-wave longitudinal design was used to examine this issue among 9th grade students (N = 306) enrolled in high school mathematics classes during an academic term. A cross-lagged structural model found that students' self-efficacy in mathematics and value predicted their reported use of learning strategies. There was no evidence, however, that learning strategy use predicted motivation and, thus, support for unidirectional effect of motivation during that time interval. Implications for models of self-regulated learning and instruction are discussed. (Contains 2 figures and 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A