LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	80581
Collocazione	UPS BIBL CENTR 39-C-2582
Autore	MANGANELLI, S.
Titolo	The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Parte componente di periodico
Descrizione fisica	pp. 470-488.
Nota generale	Estratto da: Educational Psychology 2019, 39, 4.
Riassunto	The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.
Tipo di documento	RICERCA.
Soggetto	ITALIA.
	AUTOREGOLAZIONE.
	MOTIVAZIONE.
	APPRENDIMENTO.
	STUDENTI.
	PERFORMANCE.
	MOTIVAZIONE.
	RENDIMENTO.
	ASPETTATIVE.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	CAVICCHIOLO, E.
	MALLIA, L.
	BIASI, V.
	LUCIDI, F.
	ALIVERNINI, F.
Titolo correlato	Educational Psychology 2019, 39, 4.
Accesso online	Scheda EBSCO

Catalogue Display

The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance.