Motivational and cognitive variables with impact on academic performance Preliminary study

被引：7

作者：

Palos, Ramona ^{[1
]}

Munteanu, Anca ^{[1
]}

Costea, Iuliana ^{[1
]}

Macsinga, Irina ^{[1
]}

机构：

[1] West Univ Timisoara, V Parvan St 4, Timisoara 300223, Romania

来源：

3RD WORLD CONFERENCE ON EDUCATIONAL SCIENCES - 2011 | 2011年 / 15卷

关键词：

motivation; thinking style; learning strategies; academic performance; ACHIEVEMENT GOALS; SELF-EFFICACY; STRATEGIES;

D O I：

10.1016/j.sbspro.2011.03.063

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of the present pilot study was to identify a series of motivational and cognitive variables that shape the students' academic performances. The study sample was represented by 72 students from the Psychology specialization, selected according to academic performance during the first two study years. The portfolio of tests used included: Motivated strategies for learning questionnaire (Rao & Sachs, 1999); Thinking Style Inventory (Sternberg & Wagner, 1992); Achievement Goal Questionnaire (Elliot & McGregor, 2001). The results obtained highlighted differences between students with high performances and those with lower performances, in terms of self-efficacy and self-regulated learning strategies. (C) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.

引用

页码：138 / 142

页数：5

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