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ERIC Number: EJ996266
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1812-9129
The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors
Rotgans, Jerome I.; Schmidt, Henk G.
International Journal of Teaching and Learning in Higher Education, v24 n2 p197-208 2012
The objective of the present study was to examine how motivation is related to academic achievement. The "Motivated Strategies for Learning Questionnaire" (MSLQ) was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students' prior knowledge, achievement-related classroom behaviors, and academic achievement were included in the analysis. Path analysis revealed that motivation is not directly related to achievement. Instead, the relationship was mediated by both learning strategies and achievement-related classroom behaviors. Prior achievement was a good predictor of subsequent achievement but had no influence on student motivation. Overall, the results suggest that motivation as operationalized by self-report seems to be a construct with limited predictive validity for academic achievement. (Contains 2 tables and 2 figures.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore