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Motivation, cognitive processing and achievement in higher education
ARTICLE

Learning and Instruction Volume 14, Number 6 ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

Bruinsma, M. Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549-568. Elsevier Ltd. Retrieved January 28, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2004.09.001

Keywords