The interplay between motivation, self‐efficacy, and approaches to studying

British Journal of Educational Psychology - Tập 80 Số 2 - Trang 283-305 - 2010
Mercè Prat‐Sala1, Paul Redford2
1Department of Psychology, The University of Winchester, UK
2Department of Psychology, University of the West of England, Bristol, UK

Tóm tắt

BackgroundThe strategies students adopt in their study are influenced by a number of social‐cognitive factors and impact upon their academic performance.AimsThe present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self‐efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time.SampleA total of 163 first‐year undergraduate students in psychology at a UK university took part in the study.MethodsParticipants completed the Work Preference Inventory motivation questionnaire, self‐efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory.ResultsThe results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self‐efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self‐efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self‐efficacy beliefs, where students with low levels of self‐efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self‐efficacy (both reading and writing) demonstrated no such change in approaches to studying.ConclusionsOur results demonstrate the important role of self‐efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self‐efficacy beliefs amongst students may be beneficial to improving their approaches to study.

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British Journal of Educational Psychology

Tập 80 Số 2

283-305

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