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Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels
Eve Kikas1,2, Ita Puusepp3, Mikk Granström2
1School of Natural Sciences and Health, Tallinn University, 10120 Tallinn, Estonia.
Behavioral Sciences (Basel, Switzerland)
|October 26, 2024
Summary
Middle and high school students show minor differences in their motivation and use of learning strategies, with both influenced by individual factors and classroom environments. Effective learning strategies are key to academic success.
Area of Science:
- Educational Psychology
- Cognitive Psychology
Background:
- Student motivation and learning strategies significantly impact academic outcomes.
- Deep learning strategies are more effective than surface strategies.
- Strategy use is influenced by prior knowledge and classroom practices.
Purpose of the Study:
- Compare middle and high school students' perceptions of learning strategy effectiveness.
- Examine differences in motivation to use effective strategies between age groups.
- Investigate the relationship between motivation, learning strategies, and academic grades.
Main Methods:
- Surveyed 6,287 middle school and 5,476 high school students.
- Assessed perceptions of strategy effectiveness and motivational beliefs (self-efficacy, utility, cost).
- Utilized network analysis to explore construct relationships and self-reported grades.
Main Results:
- Found small, theoretically expected differences between middle and high school students.
- Identified links between motivation, strategy use, and academic performance.
- Results highlight the role of school level and educational context.
Conclusions:
- Student motivation and learning strategy effectiveness show nuanced differences across school levels.
- Educational context and individual characteristics are crucial for effective strategy implementation.
- Further research can refine understanding of these relationships in diverse educational settings.
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