The Relationship between Motivational Beliefs and Learning Strategy Use among Norwegian College Students

Area of Science:

• Educational Psychology
• Cognitive Psychology

Background:

• Motivational beliefs significantly influence academic performance.
• Understanding the relationship between implicit theories of intelligence and learning strategies is crucial for effective pedagogy.

Purpose of the Study:

• To investigate the link between motivational beliefs, specifically implicit theories of intelligence and self-efficacy, and learning strategy use.
• To examine these relationships within a Norwegian teacher training college student population.
• To explore cultural generalizability of findings from American educational research.

Main Methods:

• Self-report questionnaires were used to assess implicit theories of intelligence, self-efficacy, and learning strategy use.
• Data were collected from 176 second-year Norwegian teacher training college students.
• Regression analysis and group comparisons were employed for data analysis.

Main Results:

• Students who viewed intelligence as modifiable reported higher learning strategy use.
• The strength of the relationship between intelligence theories and strategy use depended on assessment methods, with indirect questions showing a positive association.
• Beliefs in intelligence modifiability appeared to be a stronger predictor of strategy use than self-efficacy.

Conclusions:

• Belief in the modifiability of intelligence is positively associated with greater learning strategy use among teacher training students.
• The findings suggest that fostering a growth mindset regarding intelligence may enhance students' adoption of effective learning strategies.
• This study extends previous research on motivational beliefs and learning strategies to a non-American cultural context.