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

Autor/inn/en	Imhof, Margarete; Spaeth-Hilbert, Tatjana
Titel	The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement
Quelle	In: International Journal of Higher Education, 2 (2013) 3, S.69-80 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Student Motivation; Role; Self Concept; At Risk Students; Schemata (Cognition); Academic Achievement; College Freshmen; Multivariate Analysis; Profiles; Academic Ability; Cognitive Style; Learning Processes; Dropouts; Factor Analysis; Blended Learning; Introductory Courses; Learning Strategies; Prior Learning; Tests; Predictor Variables; Personality Traits; Questionnaires; Educational Psychology; Goal Orientation + Suchen Sie Ihr Suchwort? Schulische Motivation; Rollen; Selbstkonzept; Cognition; Schema; Kognition; Schulleistung; Studienanfänger; Multivariate Analyse; Charakterisierung; Profilanalyse; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Faktorenanalyse; Einführungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Examination; Prüfung; Examen; Prädiktor; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Fragebogen; Erziehungspsychologie; Pädagogische Psychologie; Zielorientierung; Zielvorstellung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01