Motivational Orientation, Learning Strategy and Academic Achievement Among High School Students in Northern Shoa
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Date
1996-06
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Addis Ababa University
Abstract
The first purpose of this study was to investigate gender-related grade
level differences in academic motivational and learning strategy cornponents
among 81h
, 91h
, 10lh and 111h graders in Northern Shoa region . The second
purpose was to examine the relations between these motivational and learning
strategy variables and academic achievement at each grade level. An Amharic
version self-report measure of student intrinsic value, self-efficacy, test anxiety,
cogniti~e strategy use, and self-regulation was administered to a random sample
of 391 boys and 366 girls from 5 randomly selected secondary schools and data-on
academic achievement were obtained from school records . Analysis of
variance, correlation and regression analyses were employed on the data.
ANOVA results indicated statistically Significant grade level difference (at .05
level) only in self-efficacy between 81h and 111h graders. Statistically significant
gender differences were found in self-efficacy, test anxiety, cognitive strategy
use and self-regulation. All significant differences were in favor of males. There
was a significant interaction between grade and sex only in cognitive strategy
use. Results of correlation analyses indicated that self-efficacy and intrinsic
value were positively related to cognitive engagement and academic
achievement while test anxiety was related to these variables negatively at each
grade level. Regression analyses revealed that self-efficacy and test anxiety
were the best predictors of academic achievement at all grade levels. The
motivational and learning strategy components, when combined together,
revealed statistically significant relationships with academic achievement in all
grades. It was concluded that the differences in students' motivational
orientations and learning strategies were not only due to grade level and sex, but
also due to other variables which influence students' motivational beliefs and
learning strategies. Students with motivational orientations involving self-efficacy
and intrinsic value use appropriate learning strategies and appear to be
successful learners. Very test anxious students seem to use defective learning
strategies and show poor academic performance. Practical implications of the
findings are indicated.
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Keywords
Motivational Orientation