Academic achievement: Changes in motivational beliefs and self-regulated learning strategies over time

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dc.contributor.author Henning, Marcus en
dc.contributor.author Shulruf, Boaz en
dc.date.accessioned 2012-04-19T01:01:14Z en
dc.date.issued 2011 en
dc.identifier.citation Psychologia 54(3):135-144 2011 en
dc.identifier.issn 0033-2852 en
dc.identifier.uri http://hdl.handle.net/2292/17384 en
dc.description.abstract This study examined motivational beliefs and self-regulated learning strategies and their association with academic achievement. In addition, the changes in students’ perceptions of motivation and self-regulation over time were taken into account by considering students’ perceptions at weeks 2 and 10 of the 14-week academic semester. The findings of the research found strong associations between the self-regulated learning strategies and motivational beliefs at both the pre- and post stages of measurement. Second, strong associations were found between the post measures of self-efficacy and intrinsic value and grade average formulated at the end of the academic semester. Moreover, students’ self-efficacy and intrinsic value scores had strong associations with grade average when measured prior to the final examination period in week 10. Consequently, there is an intriguing interaction between engagement in self-regulated learning strategies at the beginning and end of the semester in terms of driving the corresponding measures of motivational beliefs and their direct affect on academic achievement. Moreover, learning and educational strategies were considered to ameliorate the problems related to sustaining engagement in self-regulated learning strategies over the semester period which affect motivational beliefs and academic achievement. en
dc.language EN en
dc.publisher Psychologia Society en
dc.relation.ispartofseries Psychologia en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.subject motivation en
dc.subject self-regulation en
dc.subject self-efficacy en
dc.subject intrinsic value en
dc.subject academic achievement en
dc.subject PERSPECTIVE en
dc.subject STUDENTS en
dc.subject GOALS en
dc.subject DIFFICULTIES en
dc.subject CLASSROOM en
dc.subject EDUCATION en
dc.subject CHINESE en
dc.subject TEACHER en
dc.subject SCALE en
dc.title Academic achievement: Changes in motivational beliefs and self-regulated learning strategies over time en
dc.type Journal Article en
dc.identifier.doi 10.2117/psysoc.2011.135 en
pubs.issue 3 en
pubs.begin-page 135 en
pubs.volume 54 en
dc.rights.holder Copyright: Psychologia Society en
pubs.end-page 144 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 277110 en
pubs.org-id Medical and Health Sciences en
pubs.org-id School of Medicine en
pubs.org-id Cent Medical & Hlth Sci Educat en
dc.identifier.eissn 1347-5916 en
pubs.record-created-at-source-date 2012-01-21 en


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