The Intermediary Role of Learning Motivation in Predicting Academic Achievement Based on the Students’ Cognitive and Metacognitive Strategies

Document Type : Scientific Articles

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Abstract

Considering the intermediary role of learning motivation, a correlational research was conducted to predict academic achievement based on cognitive and metacognitive learning strategies. Out of 8300 first grade high school students in the city of Hamadan as the study population, 368 students were selected via random multistage cluster sampling technique. They answered karami’s (2005) Questionnaire of Learning Strategies and Rezabakhsh’s (1994) Questionnaire of Achievement Motivation in Learning and their total mean score was considered as the criterion for academic achievement. The data were described using measures of central tendency and variability and analyzed by calculating Pearson correlation coefficient and running multiple regression analysis via path analysis according to Baron and Kenny’s (1986) analytic procedures. The results showed a positive significant coefficient correlation among cognitive and metacognitive strategies. Furthermore the results demonstrated that regression coefficients of academic achievement to learning motivation and learning motivation to metacognitive strategy were statistically significant. So the perception could be that learning motivation has a mediator role in predicting academic achievement according to metacognitive strategies. Therefore it can be concluded that through improving metacognitive strategies, the students’ learning motivation can be increased and consequently their academic achievement will be promote.

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References

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Journal of Educational Psychology Studies
Volume 14, Issue 26
June 2017
Pages 167-198

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