ERIC Number: EJ697818
Record Type: Journal
Publication Date: 2004-Dec
Reference Count: 0
Motivation, Cognitive Processing and Achievement in Higher Education
Learning and Instruction, v14 n6 p549-568 Dec 2004
This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The departmental administrations provided data on the students' achievement. Covariance analysis indicated that student's expectancy and values positively affected the total number of credits. However, the expected relationship through the deep information processing approach was not found. Even though the analysis showed a relationship between students' expectancy, values and the deep information processing approach, this approach did not affect academic achievement.
Descriptors: Cognitive Psychology, Cognitive Processes, Student Motivation, Higher Education, College Students, Student Attitudes, Affective Behavior, Negative Attitudes, Information Processing, Expectation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A