Abstract
Current research on student classroom learning stresses the importance of considering both motivational and cognitive components of academic performance (Garcia & Pintrich, 1994; Pintrich & De Groot, 1990). Motivational components include students’ perceptions of the classroom environment as well as their selfrelated beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students’ content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strategies such as planning, monitoring, and regulating learning (Garcia & Pintrich, 1994). Research in both experimental and field settings has consistently shown that positive motivational beliefs such as perceptions of high selfefficacy,a focus on mastery goals, high value and interest in the task or content, and low levels of test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review).
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Garcia, T., Pintrich, P.R. (1996). Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire. In: Birenbaum, M., Dochy, F.J.R.C. (eds) Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Evaluation in Education and Human Services, vol 42. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0657-3_12
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