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

Margarete Imhof and Tatjana Spaeth-Hilbert

International Journal of Higher Education, 2013, vol. 2, issue 3, 69

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.

Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:2:y:2013:i:3:p:69

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