Predicting academic achievement: The role of Motivation and Learning Strategies
- Autores
- Stover, Juliana Beatriz; Freiberg Hoffmann, Agustín; de la Iglesia, Guadalupe; Fernandez Liporace, Maria Mercedes
- Año de publicación
- 2014
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research.
Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina - Materia
-
ACADEMIC ACHIEVEMENT
LEARNING STRATEGIES
MOTIVATION
STUDENTS - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- https://creativecommons.org/licenses/by-nc/2.5/ar/
- Repositorio
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/34453
Ver los metadatos del registro completo
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Predicting academic achievement: The role of Motivation and Learning StrategiesStover, Juliana BeatrizFreiberg Hoffmann, Agustínde la Iglesia, GuadalupeFernandez Liporace, Maria MercedesACADEMIC ACHIEVEMENTLEARNING STRATEGIESMOTIVATIONSTUDENTShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research.Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: de la Iglesia, Guadalupe. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaScientific Methodical Center "Scientia Educologica"2014-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/34453Stover, Juliana Beatriz; Freiberg Hoffmann, Agustín; de la Iglesia, Guadalupe; Fernandez Liporace, Maria Mercedes; Predicting academic achievement: The role of Motivation and Learning Strategies; Scientific Methodical Center "Scientia Educologica"; Problems of Psychology in the 21st Century; 8; 1; 2-2014; 71-842029-8587CONICET DigitalCONICETenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:45:57Zoai:ri.conicet.gov.ar:11336/34453instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:45:57.838CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse |
dc.title.none.fl_str_mv |
Predicting academic achievement: The role of Motivation and Learning Strategies |
title |
Predicting academic achievement: The role of Motivation and Learning Strategies |
spellingShingle |
Predicting academic achievement: The role of Motivation and Learning Strategies Stover, Juliana Beatriz ACADEMIC ACHIEVEMENT LEARNING STRATEGIES MOTIVATION STUDENTS |
title_short |
Predicting academic achievement: The role of Motivation and Learning Strategies |
title_full |
Predicting academic achievement: The role of Motivation and Learning Strategies |
title_fullStr |
Predicting academic achievement: The role of Motivation and Learning Strategies |
title_full_unstemmed |
Predicting academic achievement: The role of Motivation and Learning Strategies |
title_sort |
Predicting academic achievement: The role of Motivation and Learning Strategies |
dc.creator.none.fl_str_mv |
Stover, Juliana Beatriz Freiberg Hoffmann, Agustín de la Iglesia, Guadalupe Fernandez Liporace, Maria Mercedes |
author |
Stover, Juliana Beatriz |
author_facet |
Stover, Juliana Beatriz Freiberg Hoffmann, Agustín de la Iglesia, Guadalupe Fernandez Liporace, Maria Mercedes |
author_role |
author |
author2 |
Freiberg Hoffmann, Agustín de la Iglesia, Guadalupe Fernandez Liporace, Maria Mercedes |
author2_role |
author author author |
dc.subject.none.fl_str_mv |
ACADEMIC ACHIEVEMENT LEARNING STRATEGIES MOTIVATION STUDENTS |
topic |
ACADEMIC ACHIEVEMENT LEARNING STRATEGIES MOTIVATION STUDENTS |
purl_subject.fl_str_mv |
https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 |
dc.description.none.fl_txt_mv |
The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research. Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina |
description |
The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-02 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11336/34453 Stover, Juliana Beatriz; Freiberg Hoffmann, Agustín; de la Iglesia, Guadalupe; Fernandez Liporace, Maria Mercedes; Predicting academic achievement: The role of Motivation and Learning Strategies; Scientific Methodical Center "Scientia Educologica"; Problems of Psychology in the 21st Century; 8; 1; 2-2014; 71-84 2029-8587 CONICET Digital CONICET |
url |
http://hdl.handle.net/11336/34453 |
identifier_str_mv |
Stover, Juliana Beatriz; Freiberg Hoffmann, Agustín; de la Iglesia, Guadalupe; Fernandez Liporace, Maria Mercedes; Predicting academic achievement: The role of Motivation and Learning Strategies; Scientific Methodical Center "Scientia Educologica"; Problems of Psychology in the 21st Century; 8; 1; 2-2014; 71-84 2029-8587 CONICET Digital CONICET |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc/2.5/ar/ |
eu_rights_str_mv |
openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/2.5/ar/ |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Scientific Methodical Center "Scientia Educologica" |
publisher.none.fl_str_mv |
Scientific Methodical Center "Scientia Educologica" |
dc.source.none.fl_str_mv |
reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
reponame_str |
CONICET Digital (CONICET) |
collection |
CONICET Digital (CONICET) |
instname_str |
Consejo Nacional de Investigaciones Científicas y Técnicas |
repository.name.fl_str_mv |
CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
repository.mail.fl_str_mv |
dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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13.13397 |