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RESEARCH PRODUCT
The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement
Tatjana Spaeth-hilbertMargarete Imhofsubject
Blended learningGoal orientationApplied psychologyEducational psychologyConscientiousnessAcademic achievementBig Five personality traitsPsychologyAt-risk studentsEducationCognitive styledescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-07-25 | International Journal of Higher Education |