Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms

By Jean-Louis Berger, Stuart A. Karabenick. 2011

272 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4d858e324c0aaac5fe967d8f8623c9a143fc7318

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “Students with highly perceived self-efficacy in mathematics were more likely to use higher-order cognitive and metacognitive strategies (Berger & Karabenick, 2011).”
Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “For example, ninth grade students’ self-efficacy was found to positively predict their use of cognitive and metacognitive strategies in a long term (Berger & Karabenick, 2011).”
Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, result): “That said, past research actually shows little empirical support for the general conclusion that changes in engagement produce changes in motivation (Berger & Karabenick, 2011).”
Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, background): “…conceptually distinct and often functions differently from other value components (see, e.g., Bong, 2001), many researchers have nonetheless treated task value as a unitary construct and examined its relationship with academic self-regulation (Berger & Karabenick, 2011; Pintrich & De Groot, 1990).”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Similarly, in relation to mathematics, recent findings suggest that the value students attribute to this subject was positively correlated with cognitive strategy use (i.e. rehearsal, organisation and evaluation strategies) and self-regulation (Berger & Karabenick, 2011).”
Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model (2012, background): “Research findings suggest a positive relation between self-efficacy and self-regulation (eg, meaningful cognitive strategy use; planning, monitoring, and regulating cognitions; Berger & Karabenick, 2011 ; Patrick et al, 2007 ; Walker, Greene, & Mansell, 2006; Wolters, Pintrich, & Karabenick, 2005)”
The impact of mathematics anxiety on self-regulated learning and mathematical literacy (2020, background): “If students attach value to a task and see a task as useful to achieve future goals, they are more likely to use cognitive and metacognitive learning strategies to solve that task, which leads to a greater likelihood of task success (Ahmed, 2017; Berger & Karabenick, 2011; Zimmerman, 2000).”