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.

The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance / Manganelli, S.; Cavicchiolo, E.; Mallia, L.; Biasi, V.; Lucidi, F.; Alivernini, F.. - In: EDUCATIONAL PSYCHOLOGY. - ISSN 0144-3410. - 39:4(2019), pp. 470-488. [10.1080/01443410.2019.1572104]

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

Manganelli S.;Lucidi F.;Alivernini F.
2019

Abstract

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.
2019
Academic performance; cognitive strategies; prior achievement; self-determination; self-regulated learning
01 Pubblicazione su rivista::01a Articolo in rivista
The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance / Manganelli, S.; Cavicchiolo, E.; Mallia, L.; Biasi, V.; Lucidi, F.; Alivernini, F.. - In: EDUCATIONAL PSYCHOLOGY. - ISSN 0144-3410. - 39:4(2019), pp. 470-488. [10.1080/01443410.2019.1572104]
File allegati a questo prodotto
File Dimensione Formato  
Manganelli_Interplay_2019.pdf

solo gestori archivio

Tipologia: Versione editoriale (versione pubblicata con il layout dell'editore)
Licenza: Tutti i diritti riservati (All rights reserved)
Dimensione 1.8 MB
Formato Adobe PDF
1.8 MB Adobe PDF   Contatta l'autore

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1445128
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 34
  • ???jsp.display-item.citation.isi??? 34
social impact