An Evaluation of the Pattern between Students’ Motivation, Learning Strategies and Their Epistemological Beliefs: The Mediator Role of Motivation (original) (raw)
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International Online Journal of Educational Sciences, 2017
Students have difficulties in involving, engaging, and motivating in studying and learning activities and one of the reasons of which is regarded as academic motivation that is a main predictor of academic success. There are also some external factors having effect on academic motivation and performance. In this study, we aimed to examine the differential predictive relationships of undergraduates' epistemological beliefs, learning approaches and problem solving skills on academic motivation. The study group is consists of 750 university students continuing their study at Yildiz Technical University, Istanbul. For the method of the research, the correlational analysis technique of a descriptive research model was used. The data was collected through "Academic Motivation Scale", "Epistemological Beliefs Scale", "Learning Strategies Scale" and "Problem Solving Skills Scale". This research reveals that university students' academic motivation, epistemological beliefs, learning strategies and problem solving skills had some significant relationships between one another. According to the findings, university students' epistemological beliefs and learning strategies predicted amotivation, extrinsic motivation and intrinsic motivation significantly. However, it was found that university students' problem solving skills did not predict amotivation, extrinsic motivation and intrinsic motivation significantly.
Procedia - Social and Behavioral Sciences, 2011
The purpose of the present research is to investigate the structural model of epistemological beliefs in regulation of learning (selfregulated learning and external regulation) with regards to the mediatory role of motivational constructs and Information processing strategies. The data were obtained from Tehran University students (290 female and 190 male). They were selected based on a multi-stage stratified sampling. Our Questionnaires in this research consisted of 6 subscales (Inventories of epistemological beliefs, study interest, academic self-efficacy, test anxiety, approaches to learning and regulation of learning).Structural equations model has been used for data analysis. The results confirmed the significant direct effects of epistemological beliefs on our motivational structures (academic self-efficacy, study interest and test anxiety) and also the similar effects of motivational constructs (with the exception of study interest) on Information processing strategies (deep, surface and strategic) and Information processing strategies on regulation of learning. The above mentioned strategies and motivational constructs (academic self-efficacy and test anxiety) had significant mediating effects on the relationship between epistemological beliefs and regulation of learning.
2018
One of the prominent factors on production and productivity in agricultural sector is related to the adept work-force. However, there are not sufficient number of empirical studies regarding effective factors on the agricultural students’ achievement motivation and academic achievement. Therefore, this paper aims to investigate the effects of epistemological beliefs on the agricultural students’ achievement motivation and academic achievement. 466 Iranian agricultural students contributed to the study, by filling out the questionnaire. The results showed that the agricultural students generally had sophisticated epistemological beliefs. The model analyzed in the study determined that epistemological beliefs dimensions had negative effects on motivation to achieve success (MAS) and positive effects on motivation to avoid failure (MAF). Based on the findings, it is recommendable that instructors use teaching and evaluation approaches that can assist improvement of more advanced episte...
PSYCHOLOGIA -An International Journal of Psychology in the Orient, 2002
The relationship between the scales of the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning Process Questionnaire (LPQ) was examined using an integrated data approach (Skinner, 1977, 1978) that combined features of multiple regression analysis, canonical correlation, and multiple-set factor analysis. Results based on a Hong Kong sample of upper primary and lower secondary students generally agreed with expectations of how the scales in these two instruments would be associated. The LPQ surface scale paired with the MSLQ test anxiety scale, while the LPQ deep scale paired with the MSLQ intrinsic value scale and the LPQ achieving scale paired with the self-efficacy scale. However, contrary to expectations, the MSLQ cognitive strategy-use scale paired with the LPQ deep scale, while the MSLQ self-regulation scale paired with the LPQ achieving scale. It is suggested that the MSLQ self-regulation scale is a measure of efficient study strategies characteristically used by achieving oriented students. In contrast, it is argued that students adopting a deep approach to learning need the requisite cognitive skills for this approach to be self-motivating.
The Malaysian Online Journal of Educational Science, 2013
This paper aimed at examining the learning strategies constructs and to investigate the relationship between learning strategies and motivation in Arabic courses. The study uses a questionnaire as the information-gathering instrument, and the participants comprised students from two public universities in Peninsular Malaysia who are studying Arabic language. A total of 139 students were selected for this study. The questionnaire’s construct validity was tested using confirmatory factor analysis. Confirmatory factor analysis indicated that a model including factors representing the dimensions metacognitive self-regulation, organization and peer learning was the best fit. Significant correlations between motivation and learning strategies subscales (metacognitive self-regulation and organization) provided preliminary evidence of predictive validity of the measure. Metacognitive self-regulation strategy has positive correlation with organization and peer learning strategy. The organization strategy was also positively correlated to peer learning strategy. The metacognitive self-regulation and organization have significant effect on motivation. Contrary to our expectation, peer learning has no significant effect on motivation.
The Asia-Pacific Education Researcher, 2010
The Motivated Strategies for Learning Questionnaire (MSLQ) is a widely used self-report instrument to measure student motivation and learning strategies at the course-specific level (i.e., an individual course or subject domain). The present study sought to explore the utility of the MSLQ in measuring student motivation and learning strategies pertaining to the general curriculum level (i.e., all courses and subjects taken together) rather than to the course-specific level. To that end, the instrument was slightly modified and administered to recently graduated secondary school students (N = 1,166) in Singapore. The construct and predictive validity of the instrument were determined using confirmatory factor analysis and by correlating the individual subscales of the instrument with the overall semester grades. Results showed that the modified MSLQ is a reliable and valid instrument to determine students’ motivational beliefs and learning strategies at the general curriculum level.
International Journal for Teaching and Learning in Higher Education
The objective of the present study was to examine how motivation is related to academic achievement. The Motivated Strategies for Learning Questionnaire 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.
2012
In this study we investigated whether students’ beliefs about knowledge and learning, or epistemological beliefs, can predict students’ intrinsic motivation. We first examined the structure of Filipino students’ epistemological beliefs, and then explored the relationship of these belief dimensions to intrinsic motivation. Participants were 200 high school students who completed Chan and Elliot’s (2002) version of the Schommer’s Epistemological Questionnaire. The result of an exploratory factor analysis revealed four dimensions: (a) fixed ability, (b) learning effort/process, (c) authority/expert knowledge, and (d)
Procedia - Social and Behavioral Sciences, 2011
Firstly, the main purpose of the present paper was to investigate the existing relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate students. Secondly, educational research that investigate the relationship between self-efficacy, achievement motivation, and self-regulated learning strategies applying the structural equation modeling (SEM) in Malaysia seems to be very limited. Hence, carrying out this research is essential for growing educational research to bridge the gap. Three hundred undergraduate students participated in the study using the Confirmatory Factor Analysis to answer the research Question: Is there any correlation between self-efficacy beliefs, achievement motivation, and self-regulated learning strategies of the UKM undergraduate students? Empirically, the CFA results indicated that there was a considerable correlation between self-efficacy beliefs, achievement motivation, and self-regulated learning strategies confirming the argument of literature review.
2011
Background: Previous studies showed that learning approaches correlated to academic achievement and achievement motivation is related with Learning approaches itself. Purpose: The purpose of this study was to study the moderating role of achievement motivation on relationship of learning approaches and academic achievement. Method: In order to the research 200 college students (100 female and 100 mole) including psychology and educational sciences students were selected randomly using simple random sampling. Learning approaches and achievement motivation questionnaire were administered, the last academic averages were gathered as academic achievement. Results: The findings revealed that the achievement motivation moderated relationship of learning approaches and academic achievement significantly (p<0.05). Conclusion: achievement motivation affect the selection of learning approaches and it will have considerable effect on academic achievements, that is, level of academic motivation affect the impact of learning approaches on academic achievement.