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

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

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.citation	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.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.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	journal article	es_ES
dc.date.updated	2020-12-09T10:48:08Z
dc.identifier.doi	10.3390/su12176752
dc.identifier.idgrec	141770
dc.rights.accessRights	open access	es_ES