Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: a study with spanish secondary school students
NAGIOS: RODERIC FUNCIONANDO

Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: a study with spanish secondary school students

DSpace Repository

Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: a study with spanish secondary school students

Show simple item record

dc.contributor.author Ortega Torres, Enric
dc.contributor.author Solaz Portolés, Joan Josep
dc.contributor.author Sanjosé López, Vicente
dc.date.accessioned 2020-12-09T10:48:08Z
dc.date.available 2020-12-09T10:48:08Z
dc.date.issued 2020
dc.identifier.uri https://hdl.handle.net/10550/76579
dc.description.abstract The relationship between motivation and the use of learning strategies is a focus of research in order to improve students' learning. Meaningful learning requires a learner's personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students' motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students' science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7-11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students' science achievement; (2) students' motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students' performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the trongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students' self-efficacy in science, in line with previous studies.
dc.language.iso eng
dc.relation.ispartof Sustainability, 2020, vol. 12, num. 17, p. 6752
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Ortega Torres, Enric Solaz Portolés, Joan Josep Sanjosé López, Vicente 2020 Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: a study with spanish secondary school students Sustainability 12 17 6752
dc.subject Motivació en l'educació
dc.subject Aprenentatge
dc.subject Educació secundària
dc.title Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: a study with spanish secondary school students
dc.type info:eu-repo/semantics/article
dc.date.updated 2020-12-09T10:48:08Z
dc.identifier.doi https://doi.org/10.3390/su12176752
dc.identifier.idgrec 141770

View       (256.6Kb)

This item appears in the following Collection(s)

Show simple item record

Search DSpace

Advanced Search

Browse

Statistics