Analyzing the Associations between Motivation and Academic Performance via the Mediator Variables of Specific Mathematic Cognitive Learning Strategies in Different Subject Domains of Higher Education

Autor/inn/en	Wild, Steffen; Neef, Christoph
Titel	Analyzing the Associations between Motivation and Academic Performance via the Mediator Variables of Specific Mathematic Cognitive Learning Strategies in Different Subject Domains of Higher Education
Quelle	In: International Journal of STEM Education, 10 (2023), Artikel 32 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wild, Steffen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40594-023-00423-w
Schlagwörter	Correlation; Academic Achievement; Learning Motivation; Learning Strategies; Self Concept; Academic Ability; Comparative Analysis; Mathematics Education; Teaching Methods; Mathematics Skills; Metacognition; Student Attitudes; Case Studies; Mathematics Achievement; Student Behavior; Higher Education; College Students + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Case study; Fallstudie; Case Study; Mathmatics sikills; Mathematical ability; Student behaviour; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	Background: There are different teaching methods and learning content in the academic field of mathematics between school and university. Many students fail in their studies when the proportion of mathematics is high. Additionally, dropout rates, due to mathematical performance, are high. However, there are different strategies used to improve mathematical skills. Based on the process model of self-regulated learning, an analysis of the association between motivational aspects in the pre-action phase as well as seven special cognitive learning strategies for mathematics in the action phase was conducted. The variables were compared with student performance. The study drew on data from 548 retrospective interviews of cooperative students, using a cross-sectional research design. Results: The analysis via structural equation modeling shows a direct association between motivational aspects, such as academic self-concept and curiosity, and the seven learning strategies in mathematics. Furthermore, there is a direct effect of academic self-concept on performance. However, the learning strategy of practicing was the only variable with associations to performance. Additionally, the indirect effect of curiosity on performance via practicing is analyzed. Conclusion: It can be seen, that curiosity on its own is not enough to ensure a good level of performance in mathematics. The findings suggest student learning strategies focusing on harnessing their curiosity and on practicing. A high academic self-concept is also relevant to the performance level achieved. Lecturers should create a learning environment to support such student behavior. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01