Learning processes in higher education: Comparing the impact of cognitive & motivational variables on specific & global measures of achievement
(2012) EARLI SIG-1 “Assessment and evaluation” — Location: Bruxelles (29.August.2012)
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- Abstract
- The aim of this study was to investigate the impact of motivational and cognitive processes on several achievement outcomes. Academic achievement was assessed through final percentage and three tasks assessing three different levels of knowledge (acquisition of knowledge, understanding of principles and application of concepts). The relation between achievement and self-efficacy beliefs, goal orientation, learning strategies and self-regulation was investigated while controlling for student’s previous performance. The participants were 217 students from the engineering faculty at the Université catholique de Louvain in Belgium. The students were at the beginning of their third year of study. Data were analyzed through stepwise regression. The results mainly highlighted that final percentage is essentially modulated by motivational factors (mastery goal), whereas the performance to specific tasks was related with cognitive factors (deep processing and surface processing). Moreover, the results also revealed that the impact of self-efficacy beliefs on achievement outcomes vanished when student’s previous performance are controlled for. The implications of our results on the understanding of the relation between learning process and academic achievement have been discussed.
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Citations
De Clercq, M., Frenay, M., & Galand, B. (2012). Learning processes in higher education: Comparing the impact of cognitive & motivational variables on specific & global measures of achievement. EARLI SIG-1 “Assessment and evaluation”, Bruxelles. https://hdl.handle.net/2078.5/160157