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The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

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  • Margarete Imhof
  • Tatjana Spaeth-Hilbert

Abstract

Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students (N = 488) participated in the study. Two research questions were addressed- (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive studying behavior? Results show low to moderate correlations between cognitive-motivational variables and performance. A cluster analysis yielded three profiles- (1) interested learners with high academic self-concept and effort investment; (2) low interest learners with high academic self-concept and low effort investment; and (3) interested learners with low self-concept and low effort. Groups 2 and 3 are considered at-risk students for developing a surface approach to learning and for drop out.

Suggested Citation

  • Margarete Imhof & Tatjana Spaeth-Hilbert, 2013. "The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement," International Journal of Higher Education, Sciedu Press, vol. 2(3), pages 1-69, August.
    • Handle: RePEc:jfr:ijhe11:v:2:y:2013:i:3:p:69
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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