Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 0 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Achievement Need | 1 |
| Correlation | 1 |
| Grade Point Average | 1 |
| Learning Strategies | 1 |
| Likert Scales | 1 |
| Middle School Students | 1 |
| Predictor Variables | 1 |
| Regression (Statistics) | 1 |
| Student Motivation | 1 |
| Student Surveys | 1 |
| More ▼ | |
Author
| Corpus, Jennifer Henderlong | 1 |
| Haimovitz, Kyla | 1 |
| McClintic-Gilbert, Megan S. | 1 |
| Wormington, Stephanie V. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla – Middle Grades Research Journal, 2013
The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…
Descriptors: Middle School Students, Student Motivation, Learning Strategies, Academic Achievement
