Research Article
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Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students

Year 2024, , 22 - 34, 31.03.2024
https://doi.org/10.24289/ijsser.1382135

Abstract

In today's rapidly evolving educational landscape, attaining excellent academic achievement and outcome is often characterized by a multifaceted interaction, such as the intricate prediction and relationship between motivation, learning strategies, and academic outcomes. This thus prompted the study, which sought to carry out a predictive analysis of motivation and learning strategies on the academic achievement of postgraduate students. It adopted the correlational research design; a sample of 333 was drawn using a multi-stage sampling procedure. The Motivated Strategies for Learning Questionnaire was the instrument used. Validity and reliability measures were established. The data were analyzed using simple and multiple regression. The results revealed that motivational and learning strategies significantly predict the academic achievement of postgraduate students, both independently and jointly. Considering the findings, it was suggested, among others, that educators should promote effective cognitive strategies to improve the performance of postgraduate students.

References

  • Ahmed, Oli, Uddin, M. & Khanam, M. (2016). Motivation and learning strategies as strong predictors of academic achievement. Indian Journal of Psychology and Education. 6. 120-132.
  • Al-Harthy, I.S., Was, C.A., & Isaacson, R.M. (2010). Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis. International Journal of Education, 2. https://doi.org/10.5296/IJE.V2I1.357
  • Ahangi, A., &Sharaf, Z. (2013). Investigating the relationship between self-efficacy, the locus of control and male and female students’ academic achievements in Chenaran high school. International Journal of Engineering Research and Applications, 3(5), 875 – 879.
  • Akyol, G. Sungur, S. & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy use to students' science achievement. Educational Research and Evaluation. 16. 1-21. https://doi.org/10.1080/13803611003672348.
  • Alexander P. A., Graham S., Harris K. R. (1998). A perspective on strategy research: progress and prospects. Educ. Psychol. Rev. 10, 129–154. https://doi.org/10.1023/A:1022185502996
  • Bolt, N. (2011). Academic Achievement. In: Goldstein, S., Naglieri, J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_20
  • Bulus, M. (2011). Goal orientations, locus of control and academic achievement in prospective teachers: An individual differences perspective. Educational Research Association, San Francisco, CA. ERIC Document Reproduction Service No: ED 383770.
  • Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346. https://doi. org/10.1016/j.lindif.2011.03.002 Chyung, S. Y., Moll, A. J., & Berg, S. A. (2010). The Role of Intrinsic Goal Orientation, Self-efficacy, and E-learning Practice in Engineering Education. The Journal of Effective Teaching, 10 (1), 22 – 37.
  • Dalgıç, A., Yaşar, E., & Demir, M. (2024). ChatGPT and learning outcomes in tourism education: The role of digital literacy and individualized learning. Journal of Hospitality, Leisure, Sport & Tourism Education, 34, 1-13. https://doi.org/10.1016/j.jhlste.2024.100481
  • Demir, M., & Demir, Ş. Ş. (2014). A comparison the factors affected on academic satisfaction of students between traditional learning and distance learning models. International Journal of Innovative Research in Education, 1(1), 01-09.
  • Demir, M., Demir, Ş. Ş., & Aktürk, O. (2023). The Effects of Distance Education Capabilities and Competencies on Learning Outcomes During COVID-19 in Higher Education Institutions. Journal of Hospitality & Tourism Education, 1-12. https://doi.org/10.1080/10963758.2023.2191966
  • Duncan, T. G., & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117–128. https://doi.org/10.1207/s15326985ep4002_6
  • Duru, E., Duru, S. & Balkıs, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory & Practice, 14, 1263– https://doi.org/10.12738/estp.2014.4.2050
  • El-Adl, A. & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Science. 15(1), 104–111. https://doi.org/10.18844/cjes.v15i1.4461
  • Federal Ministry of Health (2007). National Code of Research Ethics. https://portal.abuad.edu.ng/lecturer/documents/1588255709NCHRE_Aug_07.pdf
  • George, D. & Mallery, M. (2010). SPSS for Windows step by step: a simple guide and reference. Pearson.
  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage.
  • Hair, J., Black, W. C., Babin, B. J. & Anderson, R. E. (2010) Multivariate data analysis. Pearson Educational International.
  • Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39-49. https://doi.org/10.12973/eu-jer.10.1.39
  • Hayat, A.A., Shateri, K., Amini, M. et al (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Med Educ 20, 76. https://doi.org/10.1186/s12909-020-01995-9.
  • Klassen, R.M., Krawchuk, L.L. &Rajani, S. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
  • Kavita, K,S. (2014). Motivational beliefs and academic achievement of university students. ISOR Journal of Research and Method in Education 4(1), 01-03.
  • Kavyar, A., Torbatinezgad, H., & Ghandizadeh, M. (2022). Predicting academic achievement based on achievement motivation and self-regulated learning strategies of female high school students. Journal of Pouyesh in Education and Consultation, 1401(16), 24-42.
  • Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-Regulated Learning Strategies Predict Learner Behavior and Goal Attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Kpolovie, P. J. (2010). Advance Research Methods. New Owerri: Springfield Publishers Ltd.
  • Kusurkar, R. A., Croiset, G., Galindo-Garré, F., & Ten Cate, O. (2013). Motivational profiles of medical students: association with study effort, academic performance and exhaustion. BMC medical education, 13(1), 1-8.
  • Lisá E, Sokolová L, Jablonická P., Kardelisová L.(2023. Motivation to succeed is not enough: motivated students need to know how to plan/organize their steps on their way to success. Frontiers in Psychology, 14 https://doi.org/10.3389/fpsyg.2023.1119409
  • Lynch, D. J. (2010). Motivational beliefs and learning strategies as predictors of academic performance in college physics. College Student Journal, 44(4),
  • Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13(2), 177–189. https://doi.org/10.1016/S0959-4752(02)00019-1
  • Lee, Mijoo, (2014) "Development of An Instrument Of Learning Strategies For Upper Elementary School Students. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/3147
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement. Journal of Educational Psychology, 106, 121. https://doi.org/10.1037/a0033546
  • Marcus Credé, L. Alison Phillips, (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 2011, Pages 337-346, https://doi.org/10.1016/j.lindif.2011.03.002.
  • Mayer, R. E. (2007). Learning and Instruction. Englewood Cliffs, NJ: Prentice Hall.
  • Mirzaei-Alavijeh M , Pasdar Y , Hatamzadeh N, Solaimanizadeh L , Khashij S & Jalilian, Farzad. (2020). The Role of Motivational Strategies in Prediction of Grade Point Average: An Analytical Cross-Sectional Study Among Students of Kermanshah University of Medical Sciences. Educational Research in Medical Sciences.8(2): e94234. https://doi.org/10.5812/erms.94234.
  • Muwonge C.M, Schiefele U, Ssenyonga J, Kibedi H. (2019). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. South African Journal of Psychology.;49(1):122-135. https://doi.org/10.1177/0081246318775547.
  • Neroni, J., Meijs, C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Diferences, 73, 1–7. https://doi.org/10.1016/j.lindif.2019.04.007
  • Nabizadeh, S., Hajian, S., Sheikhan, Z., & Rafiei, F. (2019). Prediction of academic achievement based on learning strategies and outcome expectations among medical students. BMC medical education, 19(1), 99. https://doi.org/10.1186/s12909-019-1527-9
  • Obrentz, Shari B., "Predictors of Science Success (2012) The Impact of Motivation and Learning Strategies on College Chemistry Performance." Dissertation, Georgia State University. doi: https://doi.org/10.57709/2227906
  • O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135. https://doi.org/10.1037/a0013383
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
  • Pintrich P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. https://doi.org/10.1177/0013164493053003024
  • Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41–50.
  • Sabri, S. S., Masrom, U. K., & Asshidin, N. H. N. (2020). Study On Academic Performance And Learning Strategies Of Tertiary Level Students. In N. S. Othman, A. H. B. Jaaffar, N. H. B. Harun, S. B. Buniamin, N. E. A. B. Mohamad, I. B. M. Ali, N. H. B. A. Razali, & S. L. B. M. Hashim (Eds.), Driving Sustainability through Business-Technology Synergy, vol 100. European Proceedings of Social and Behavioural Sciences 362-373. European Publisher. https://doi.org/10.15405/epsbs.2020.12.05.38
  • Shannon, S. V. (2008). Using metacognitive strategies and learning styles to create self-directed learners. Institute for Learning Styles Journal, 1, 14-28.
  • Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
  • Stegers-Jager, K. M., Cohen-Schotanus, J., &Themmen, A. P. N. (2012). Motivation, learning strategies, participation and medical school performance. Medical Educaiton, 46, 678 – 688.
  • Steinmayr Ricarda, Weidinger Anne F., Schwinger Malte, Spinath Birgit. (2019). The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Frontiers in Psychology, 10 https://doi.org//10.3389/fpsyg.2019.01730
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson
  • Ulstad, S. O., Halvari, H., Sørebø, Ø., & Deci, E. L. (2016). Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education, 6(01), 27-37
  • Wild, S., & Neef, C. (2023). Analyzing the associations between motivation and academic performance via the mediator variables of specific mathematic cognitive learning strategies in different subject domains of higher education. IJ STEM Ed 10, 32 https://doi.org//10.1186/s40594-023-00423-w
  • Yusof, N. S. H. C., Razak, N. F. A., Nordin, N. I., & Zulkfli, S. N. (2021). Self-efficacy, Motivation, Learning Strategy and Their Impacts on Academic Performance. International Journal of Academic Research in Business and Social Sciences, 11(9), 451–457.
  • Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.
Year 2024, , 22 - 34, 31.03.2024
https://doi.org/10.24289/ijsser.1382135

Abstract

References

  • Ahmed, Oli, Uddin, M. & Khanam, M. (2016). Motivation and learning strategies as strong predictors of academic achievement. Indian Journal of Psychology and Education. 6. 120-132.
  • Al-Harthy, I.S., Was, C.A., & Isaacson, R.M. (2010). Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis. International Journal of Education, 2. https://doi.org/10.5296/IJE.V2I1.357
  • Ahangi, A., &Sharaf, Z. (2013). Investigating the relationship between self-efficacy, the locus of control and male and female students’ academic achievements in Chenaran high school. International Journal of Engineering Research and Applications, 3(5), 875 – 879.
  • Akyol, G. Sungur, S. & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy use to students' science achievement. Educational Research and Evaluation. 16. 1-21. https://doi.org/10.1080/13803611003672348.
  • Alexander P. A., Graham S., Harris K. R. (1998). A perspective on strategy research: progress and prospects. Educ. Psychol. Rev. 10, 129–154. https://doi.org/10.1023/A:1022185502996
  • Bolt, N. (2011). Academic Achievement. In: Goldstein, S., Naglieri, J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_20
  • Bulus, M. (2011). Goal orientations, locus of control and academic achievement in prospective teachers: An individual differences perspective. Educational Research Association, San Francisco, CA. ERIC Document Reproduction Service No: ED 383770.
  • Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346. https://doi. org/10.1016/j.lindif.2011.03.002 Chyung, S. Y., Moll, A. J., & Berg, S. A. (2010). The Role of Intrinsic Goal Orientation, Self-efficacy, and E-learning Practice in Engineering Education. The Journal of Effective Teaching, 10 (1), 22 – 37.
  • Dalgıç, A., Yaşar, E., & Demir, M. (2024). ChatGPT and learning outcomes in tourism education: The role of digital literacy and individualized learning. Journal of Hospitality, Leisure, Sport & Tourism Education, 34, 1-13. https://doi.org/10.1016/j.jhlste.2024.100481
  • Demir, M., & Demir, Ş. Ş. (2014). A comparison the factors affected on academic satisfaction of students between traditional learning and distance learning models. International Journal of Innovative Research in Education, 1(1), 01-09.
  • Demir, M., Demir, Ş. Ş., & Aktürk, O. (2023). The Effects of Distance Education Capabilities and Competencies on Learning Outcomes During COVID-19 in Higher Education Institutions. Journal of Hospitality & Tourism Education, 1-12. https://doi.org/10.1080/10963758.2023.2191966
  • Duncan, T. G., & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117–128. https://doi.org/10.1207/s15326985ep4002_6
  • Duru, E., Duru, S. & Balkıs, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory & Practice, 14, 1263– https://doi.org/10.12738/estp.2014.4.2050
  • El-Adl, A. & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Science. 15(1), 104–111. https://doi.org/10.18844/cjes.v15i1.4461
  • Federal Ministry of Health (2007). National Code of Research Ethics. https://portal.abuad.edu.ng/lecturer/documents/1588255709NCHRE_Aug_07.pdf
  • George, D. & Mallery, M. (2010). SPSS for Windows step by step: a simple guide and reference. Pearson.
  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage.
  • Hair, J., Black, W. C., Babin, B. J. & Anderson, R. E. (2010) Multivariate data analysis. Pearson Educational International.
  • Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39-49. https://doi.org/10.12973/eu-jer.10.1.39
  • Hayat, A.A., Shateri, K., Amini, M. et al (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Med Educ 20, 76. https://doi.org/10.1186/s12909-020-01995-9.
  • Klassen, R.M., Krawchuk, L.L. &Rajani, S. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
  • Kavita, K,S. (2014). Motivational beliefs and academic achievement of university students. ISOR Journal of Research and Method in Education 4(1), 01-03.
  • Kavyar, A., Torbatinezgad, H., & Ghandizadeh, M. (2022). Predicting academic achievement based on achievement motivation and self-regulated learning strategies of female high school students. Journal of Pouyesh in Education and Consultation, 1401(16), 24-42.
  • Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-Regulated Learning Strategies Predict Learner Behavior and Goal Attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Kpolovie, P. J. (2010). Advance Research Methods. New Owerri: Springfield Publishers Ltd.
  • Kusurkar, R. A., Croiset, G., Galindo-Garré, F., & Ten Cate, O. (2013). Motivational profiles of medical students: association with study effort, academic performance and exhaustion. BMC medical education, 13(1), 1-8.
  • Lisá E, Sokolová L, Jablonická P., Kardelisová L.(2023. Motivation to succeed is not enough: motivated students need to know how to plan/organize their steps on their way to success. Frontiers in Psychology, 14 https://doi.org/10.3389/fpsyg.2023.1119409
  • Lynch, D. J. (2010). Motivational beliefs and learning strategies as predictors of academic performance in college physics. College Student Journal, 44(4),
  • Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13(2), 177–189. https://doi.org/10.1016/S0959-4752(02)00019-1
  • Lee, Mijoo, (2014) "Development of An Instrument Of Learning Strategies For Upper Elementary School Students. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/3147
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement. Journal of Educational Psychology, 106, 121. https://doi.org/10.1037/a0033546
  • Marcus Credé, L. Alison Phillips, (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 2011, Pages 337-346, https://doi.org/10.1016/j.lindif.2011.03.002.
  • Mayer, R. E. (2007). Learning and Instruction. Englewood Cliffs, NJ: Prentice Hall.
  • Mirzaei-Alavijeh M , Pasdar Y , Hatamzadeh N, Solaimanizadeh L , Khashij S & Jalilian, Farzad. (2020). The Role of Motivational Strategies in Prediction of Grade Point Average: An Analytical Cross-Sectional Study Among Students of Kermanshah University of Medical Sciences. Educational Research in Medical Sciences.8(2): e94234. https://doi.org/10.5812/erms.94234.
  • Muwonge C.M, Schiefele U, Ssenyonga J, Kibedi H. (2019). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. South African Journal of Psychology.;49(1):122-135. https://doi.org/10.1177/0081246318775547.
  • Neroni, J., Meijs, C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Diferences, 73, 1–7. https://doi.org/10.1016/j.lindif.2019.04.007
  • Nabizadeh, S., Hajian, S., Sheikhan, Z., & Rafiei, F. (2019). Prediction of academic achievement based on learning strategies and outcome expectations among medical students. BMC medical education, 19(1), 99. https://doi.org/10.1186/s12909-019-1527-9
  • Obrentz, Shari B., "Predictors of Science Success (2012) The Impact of Motivation and Learning Strategies on College Chemistry Performance." Dissertation, Georgia State University. doi: https://doi.org/10.57709/2227906
  • O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135. https://doi.org/10.1037/a0013383
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
  • Pintrich P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. https://doi.org/10.1177/0013164493053003024
  • Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41–50.
  • Sabri, S. S., Masrom, U. K., & Asshidin, N. H. N. (2020). Study On Academic Performance And Learning Strategies Of Tertiary Level Students. In N. S. Othman, A. H. B. Jaaffar, N. H. B. Harun, S. B. Buniamin, N. E. A. B. Mohamad, I. B. M. Ali, N. H. B. A. Razali, & S. L. B. M. Hashim (Eds.), Driving Sustainability through Business-Technology Synergy, vol 100. European Proceedings of Social and Behavioural Sciences 362-373. European Publisher. https://doi.org/10.15405/epsbs.2020.12.05.38
  • Shannon, S. V. (2008). Using metacognitive strategies and learning styles to create self-directed learners. Institute for Learning Styles Journal, 1, 14-28.
  • Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
  • Stegers-Jager, K. M., Cohen-Schotanus, J., &Themmen, A. P. N. (2012). Motivation, learning strategies, participation and medical school performance. Medical Educaiton, 46, 678 – 688.
  • Steinmayr Ricarda, Weidinger Anne F., Schwinger Malte, Spinath Birgit. (2019). The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Frontiers in Psychology, 10 https://doi.org//10.3389/fpsyg.2019.01730
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson
  • Ulstad, S. O., Halvari, H., Sørebø, Ø., & Deci, E. L. (2016). Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education, 6(01), 27-37
  • Wild, S., & Neef, C. (2023). Analyzing the associations between motivation and academic performance via the mediator variables of specific mathematic cognitive learning strategies in different subject domains of higher education. IJ STEM Ed 10, 32 https://doi.org//10.1186/s40594-023-00423-w
  • Yusof, N. S. H. C., Razak, N. F. A., Nordin, N. I., & Zulkfli, S. N. (2021). Self-efficacy, Motivation, Learning Strategy and Their Impacts on Academic Performance. International Journal of Academic Research in Business and Social Sciences, 11(9), 451–457.
  • Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.
There are 55 citations in total.

Details

Primary Language English
Subjects Social and Personality Psychology (Other)
Journal Section Research Articles
Authors

Stella Eteng-uket 0000-0001-7042-4894

Eteng Effiom 0009-0000-8219-5224

Early Pub Date March 19, 2024
Publication Date March 31, 2024
Submission Date October 27, 2023
Acceptance Date March 18, 2024
Published in Issue Year 2024

Cite

APA Eteng-uket, S., & Effiom, E. (2024). Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students. International Journal of Social Sciences and Education Research, 10(1), 22-34. https://doi.org/10.24289/ijsser.1382135
AMA Eteng-uket S, Effiom E. Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students. International Journal of Social Sciences and Education Research. March 2024;10(1):22-34. doi:10.24289/ijsser.1382135
Chicago Eteng-uket, Stella, and Eteng Effiom. “Predictive Analysis of Motivation and Learning Strategies on Academic Achievement of Postgraduate Students”. International Journal of Social Sciences and Education Research 10, no. 1 (March 2024): 22-34. https://doi.org/10.24289/ijsser.1382135.
EndNote Eteng-uket S, Effiom E (March 1, 2024) Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students. International Journal of Social Sciences and Education Research 10 1 22–34.
IEEE S. Eteng-uket and E. Effiom, “Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students”, International Journal of Social Sciences and Education Research, vol. 10, no. 1, pp. 22–34, 2024, doi: 10.24289/ijsser.1382135.
ISNAD Eteng-uket, Stella - Effiom, Eteng. “Predictive Analysis of Motivation and Learning Strategies on Academic Achievement of Postgraduate Students”. International Journal of Social Sciences and Education Research 10/1 (March 2024), 22-34. https://doi.org/10.24289/ijsser.1382135.
JAMA Eteng-uket S, Effiom E. Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students. International Journal of Social Sciences and Education Research. 2024;10:22–34.
MLA Eteng-uket, Stella and Eteng Effiom. “Predictive Analysis of Motivation and Learning Strategies on Academic Achievement of Postgraduate Students”. International Journal of Social Sciences and Education Research, vol. 10, no. 1, 2024, pp. 22-34, doi:10.24289/ijsser.1382135.
Vancouver Eteng-uket S, Effiom E. Predictive analysis of motivation and learning strategies on academic achievement of postgraduate students. International Journal of Social Sciences and Education Research. 2024;10(1):22-34.

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