Motivation, cognitive processing and achievement in higher education

Research output: Contribution to journalArticleAcademicpeer-review

88 Citations (Scopus)

Abstract

This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The departmental administrations provided data on the students' achievement. Covariance analysis indicated that student's expectancy and values positively affected the total number of credits. However, the expected relationship through the deep information processing approach was not found. Even though the analysis showed a relationship between students' expectancy, values and the deep information processing approach, this approach did not affect academic achievement. (C) 2004 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)549 - 568
Number of pages20
JournalLearning and Instruction
Volume14
Issue number6
DOIs
Publication statusPublished - Dec-2004

Keywords

  • learning
  • motivation
  • deep information processing
  • achievement
  • higher education
  • ACADEMIC-PERFORMANCE
  • STUDENT MOTIVATION
  • MAXIMUM LIKELIHOOD
  • GOAL THEORY
  • ATTRITION
  • EMOTIONS
  • OUTCOMES
  • MODEL

Cite this