The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

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 sur...

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Bibliographic Details
Published in:Middle grades research journal 2013-03, Vol.8 (1), p.1
Main Authors: McClintic-Gilbert, Megan S, Corpus, Jennifer Henderlong, Wormington, Stephanie V, Haimovitz, Kyla
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Need
Analysis
College students
Correlation
Grade Point Average
Junior high school students
Learning
Learning Strategies
Likert Scales
Middle School Students
Motivation
Motivation in education
Predictor Variables
Psychological aspects
R&D
Reading Materials
Regression (Statistics)
Research & development
Standardized Tests
Student Motivation
Student Surveys
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Summary: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 extrinsic motivation predicted the use of superficial strategies. Students' semester grade point averages indicated that academic achievement was negatively related to both extrinsic motivation and the use of superficial learning strategies, but surprisingly unrelated to intrinsic motivation and the use of deep learning strategies. As predicted, the negative relationship between extrinsic motivation and achievement was fully mediated by the use of superficial learning strategies.
ISSN:1937-0814
1937-0822