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Learning, Motivation and Academic Achievement in Venezuelan College Students
Alicia Cardozo H
Universidad Simón Bolívar
Caracas- Venezuela
acardozo@usb.ve
The purpose of the study was to determine relationships between college students' academic achievement and their motivational and learning strategies. The goals were: a) To identify possible relations between motivational and learning strategies and academic performance, b) To identify significant differences in the use of strategies between high- and low-performance students ,and c) to determine whether significant changes in motivational and learning strategies were deployed by the students as a result of the demands and requirements of college-level studies. Students (162) were administered the Motivated Learning Strategies Questionnaire (MSLQ) at the beginning of first and end of the second academic quarter. (The MSLQ had previously been validated for the Venezuelan university population.
Key words: Motivation, learning strategies, college students.
Results indicate that between the beginning and end of the academic term there were significant changes in the selective use of motivational, cognitive and metacognitive strategies. High correlation between motivational and learning strategies and academic achievement was found. Students met their learning goals through the deployment of cognitive and metacognitive strategies, and the implementation of motivational strategies. The results of this study are intended to lay the groundwork for a larger scope intervention designed to increase levels of academic endeavour as well as to improve equity in access to university education.
Key words: Motivation, learning strategies, college students.
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