6533b858fe1ef96bd12b6c5c

RESEARCH PRODUCT

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

Tatjana Spaeth-hilbertMargarete Imhof

subject

Blended learningGoal orientationApplied psychologyEducational psychologyConscientiousnessAcademic achievementBig Five personality traitsPsychologyAt-risk studentsEducationCognitive style

description

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.

https://doi.org/10.5430/ijhe.v2n3p69