College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach

Motivational–cognitive profiles of learners: Cluster movement

“…Although several cross-sectional studies examined the motivational-cognitive variables using cluster analysis (e.g., Liu et al, 2014), no study has utilized cluster movement to examine the shifts in motivationalcognitive profiles and in association with academic achievement over time. Such empirical findings are important for theoretical contribution and educational practice.…”

“…Likewise, students' initial engagement decisions and their self-efficacy facilitate their involvement with learning and performance (Diseth, 2011). In this study, self-regulatory strategies, also known as learning strategies included: (1) rehearsal which is a surface level strategy as students focus on memorizing and recall of facts; (2) elaboration which is a deeper processing strategy as students focus on extracting meaning, summarizing or paraphrasing; and (3) organization which is also a deeper processing strategy as students focus on organizing material. There is evidence that students' perceptions of their individual motivational beliefs about learning are relevant to cognitive engagement and classroom performance (Liu et al, 2014). Hence, a self-report instrument known as the motivated strategies for learning questionnaire (MSLQ, Pintrich & De Groot, 1990) was designed to evaluate student motivation and self-regulated learning in junior high schools.…”

“…Cluster analysis provides the distinct learner profiles and reflects the relationships among MSLQ variables (Liu et al, 2014). The person-centered approach emphasizes the combinations of motivational-cognitive (i.e., MSLQ) variables existing within individuals or groups of students, thus revealing the adaptive and maladaptive profiles.…”

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

“…The importance of motivational factors in current learning patterns research has been further explored in empirical studies, and sound interrelationships have been found between cognitive and regulation strategies and motivational factors based on models of Self-determination Theory (e.g. Liu et al 2014) and Achievement Goal Theory (De Clercq et al 2013); see also Fryer (2017).…”

Autorregulando e autodeterminando: duas formas de alunos de pós-graduação aprenderem a aprender contabilidade

“…Diante do exposto, o presente estudo tem a intenção de aprofundar uma linha de pesquisa recente, e ainda embrionária, que é a Contabilidade Humana (que tem como objeto de estudo a relação do ser humano com o contexto da profissão e do ensino contábeis), além de discutir a dicotomia entre a fonte da motivação intrínseca dos indivíduos para aprendizagem e sua relação com a motivação extrínseca (Lewis & Vialleton, 2011;Liu et al, 2014;StarksYoble, 2014;Vansteenkiste et al, 2012), no contexto dos programas de mestrado e doutorado em Contabilidade no Brasil.…”