A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

Autor/inn/en	Diseth, Age; Kobbeltvedt, Therese
Titel	A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement
Quelle	In: British Journal of Educational Psychology, 80 (2010) 4, S.671-687 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709910X492432
Schlagwörter	Foreign Countries; Correlation; Predictor Variables; Learning Motivation; Undergraduate Students; Academic Achievement; Learning Strategies; Student Motivation; Measures (Individuals); Path Analysis; Study Skills; Grades (Scholastic); Psychometrics; Academic Aspiration; Goal Orientation; Student Educational Objectives; Norway + Suchen Sie Ihr Suchwort? Ausland; Korrelation; Prädiktor; Motivation for studies; Lernmotivation; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Messdaten; Pfadanalyse; Studientechnik; Notenspiegel; Psychometry; Psychometrie; Zielorientierung; Zielvorstellung; Norwegen
Abstract	Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Sample: Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Methods: Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Results: Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. Conclusions: This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10