Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

La calidad del aprendizaje en la Educación Superior depende, especialmente, de las habilidades de los estudiantes para regular su cognición. Esta regulación requiere habilidades cognitivas y metacognitivas, así como dimensiones motivacionales. Dada su relevancia en el rendimiento académico y el desarrollo de habilidades para el aprendizaje a lo largo de la vida, es importante aumentar la investigación en el campo. Este estudio pretende adaptar y validar una versión abreviada da dimensión Regulación de la Cognición del Metacognitive Awareness Inventory para estudiantes universitarios portugueses de primer año. Se empleó una muestra de 360 estudiantes y se identificó una estructura tridimensional (Planificación, 4 ítems; Estrategias, 7 ítems; y Monitoreo y evaluación, 7 ítems) con un factor de segundo orden (Regulación de la cognición). Los valores de consistencia interna de la escala reducida son aceptables para una escala de autoinforme y las correlaciones con el logro académico al final del primer año de la universidad garantizan su validez predictiva. Esta versión abreviada para medir la regulación de la cognición puede usarse en investigación junto con otros instrumentos en estudios más amplios y puede funcionar como una herramienta de diagnóstico para ayudar a los estudiantes en los desafíos de aprendizaje de la enseñanza superior. The quality of learning in Higher Education is particularly dependent on students' skills in regulating their cognition. This regulation requires cognitive and metacognitive skills as well as motivational dimensions. Due to its relevance in explaining students' academic achievement and developing lifelong learning skills, it´s important to increase research in the area. This study aims to adapt and validate a short version of the Regulation of Cognition of Metacognitive Awareness Inventory to first-year Portuguese university students. A sample of 360 students was considered and was identified a three-dimensional structure (Planning, 4 items; Strategies, 7 items; and Monitoring and evaluation, 7 items) with a second-order factor (Regulation of Cognition). The internal consistency values of the reduced scale are within the acceptable parameters for a self-report scale and the correlations with academic achievement at the end of the first year of the university guarantee the predictive validity of the scale. This short version of regulation of cognition measure allows its use in research with other instruments in larger studies and can function as a diagnostic / screening tool to help students in higher education learning challenges.

Download Full-text

Circadian Preferences, Sleep Quality and Sleep Patterns, Personality, Academic Motivation and Academic Achievement of university students

Learning and Individual Differences ◽

10.1016/j.lindif.2014.02.003 ◽

2014 ◽

Vol 32 ◽

pp. 184-192 ◽

Cited By ~ 47

Author(s):

İsmail Önder ◽

Şenol Beşoluk ◽

Murat İskender ◽

Ercan Masal ◽

Eda Demirhan

Keyword(s):

Academic Achievement ◽

University Students ◽

Sleep Quality ◽

Academic Motivation ◽

Sleep Patterns

Download Full-text

AN ANALYSIS OF THE RELATIONSHIP BETWEEN ACADEMIC MOTIVATION AND ACADEMIC ACHIEVEMENT IN UNIVERSITY STUDENTS

EDULEARN19 Proceedings ◽

10.21125/edulearn.2019.2348 ◽

2019 ◽

Author(s):

Lucie Křeménková

Keyword(s):

Academic Achievement ◽

University Students ◽

Academic Motivation ◽

The Relationship

Download Full-text

Psychological resources, dropout risk and academic performance in university students – pattern-oriented analysis and prospective study of Hungarian freshmen

Current Psychology ◽

10.1007/s12144-021-02073-z ◽

2021 ◽

Author(s):

Tamás Martos ◽

Balázs Jagodics ◽

Judit Kőrössy ◽

Éva Szabó

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

University Students ◽

Cognitive Abilities ◽

Academic Motivation ◽

Time Perspective ◽

Hierarchical Cluster ◽

Psychological Resources ◽

Self Confidence ◽

University Dropout

AbstractA growing number of studies support the idea that academic performance is based on specific psychological resources and cognitive abilities. As early university dropout is a widespread problem, it is increasingly important to explore which psychological resources can enhance learning, academic motivation, and achievement during the transition from high school to university. The goal of our study was to explore the psychological resources at the start of the studies linked to subsequent academic achievement. Coping mechanisms, time perspective, self-esteem, mindset, motivation, and test anxiety were measured using questionnaires in a voluntary online study among first-year university students (N = 1113, 53.0 % female). Using exploratory factor analysis, we identified three different factors of psychological resources: ‘Academic achievement focus’, ‘Self-confidence’, and 'Search for interests’. Based on the factor scores, hierarchical cluster analysis identified five subgroups of students. These subgroups showed differential association with first semester GPA and the number of attained credits. The combination of a focus on high academic achievement but low self-confidence could be traced as characteristics predicting the highest risk of decreased achievement and loss of credits. These results indicate that training in psychological resources could support academic achievement and prevent university dropout.

Download Full-text

An Investigation of Academic Motivation and Career Decidedness among University Students

International Journal of Research in Education and Science ◽

10.46328/ijres.1694 ◽

2020 ◽

Vol 7 (1) ◽

pp. 125

Author(s):

Ozdal Koyuncuoglu

Keyword(s):

College Students ◽

Academic Achievement ◽

University Students ◽

Intrinsic Motivation ◽

Graduate Education ◽

Influencing Factors ◽

Academic Motivation ◽

University Education ◽

Career Decidedness ◽

Positive Effect

Academic motivation are claimed to be influencing factors on college students' various outcomes. The aim of this study is to compare the academic motivation and career decidedness of university students based on the variables of gender, year of study, academic achievement and expectations for pursuing graduate education. 376 students at Karatay, Selçuk and Necmettin Erbakan University participated in the study. Academic motivation and career decidedness scales were used to collect the data. The findings showed that the academic motivation and career decidedness of university students differed based on the variables of gender, year of study, academic achievement and expectations for pursing graduate education. In addition, it was found that university students’ academic motivation had a positive effect on their career decidedness. Considering the findings of this study, it could be beneficial to pay attention to increasing motivation in university education and to include factors that encourage academic and intrinsic motivation among students.

Download Full-text