The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

Autor:	Tatjana Spaeth-Hilbert, Margarete Imhof
Rok vydání:	2013
Předmět:	Blended learning Goal orientation Applied psychology Educational psychology Conscientiousness Academic achievement Big Five personality traits Psychology At-risk students Education Cognitive style
Zdroj:	International Journal of Higher Education. 2
ISSN:	1927-6052 1927-6044
DOI:	10.5430/ijhe.v2n3p69
Popis:	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.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::bc4b11474cf66e3ec6fef6407df3383e https://doi.org/10.5430/ijhe.v2n3p69 Zobrazit plný text záznamu