Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms |
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| Authors: | Jean-Louis Berger Stuart A Karabenick |
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| Institution: | a Swiss Federal Institute for Vocational Education and Training, Avenue de Provence 82, Case Postale 192, 1000 Lausanne 16, Switzerland
b Combined Program in Education and Psychology, School of Education, University of Michigan, 610 East University Avenue, Ann Arbor, MI 48109-1259, USA |
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| Abstract: | Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects—whether motivation affects strategy use, the converse, or whether the effects are bidirectional—and which components of motivation and strategies are involved. A two-wave longitudinal design was used to examine this issue among 9th grade students (N = 306) enrolled in high school mathematics classes during an academic term. A cross-lagged structural model found that students’ self-efficacy in mathematics and value predicted their reported use of learning strategies. There was no evidence, however, that learning strategy use predicted motivation and, thus, support for unidirectional effect of motivation during that time interval. Implications for models of self-regulated learning and instruction are discussed. |
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| Keywords: | Learning strategies Motivation Cross-lagged correlation Mathematics |
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