Abstract:
The objective of this study was to examine the relationship between a student’s
motivational strategies and academic achievement. It was framed by the following
research questions:
1. Is there a relationship between students’ demographic characteristics (age,
gender, subject area, previous grade in the subject, and reason for taking the
online course) and academic achievement (as measured by final course grade
and score on Standards of Learning exam)?
2. Do students’ initial self-reported goal orientation, self-efficacy for learning,
learning strategies, and attribution survey responses predict academic
achievement (as measured by final course grade and score on Standards of
Learning exam)?
3. Is there a significant difference between student’s self-reported pre-course
measures of goal orientation, self-efficacy for learning, learning strategies,
and attribution and student’s self-reported post-course measures (as reported
upon completion of their online course)?
4. Is there a significant difference between student’s self-reported pre-course
measures of goal orientation, self-efficacy for learning, learning strategies,
and attribution and student’s self-reported post-course measures and are these
differences associated with the student’s level of academic achievement?
Participants were high school students participating in online courses provided by
The Online Academy during a summer time frame. The Motivated Strategies for Learning
Questionnaire (MSLQ) was the primary instrument used in this study. Academic
achievement was measured by final course grade and the score on the Virginia Standards
of Learning (SOL) exam.
This study utilized a pre-test/post-test format. Multivariable regression analyses
were conducted to answer the first two research questions. A series of paired t-tests were
conducted to answer the last two questions.
Analysis shows that age, grade in school, and previous grade in subject area were
useful predictors of final course grade and SOL exam score. Intrinsic goal orientation and
self-efficacy for learning were useful predictors of final course grade. Internal attribution,
critical thinking, self-efficacy for learning and performance, extrinsic goal orientation,
time and study environment and elaboration were useful predictors of SOL score. The
only motivational strategy measure that changed significantly was effort regulation. The
levels of change in measures were consistent among high and mid level achieving
students.
