The Dynamic Interplay of Student Motivation and Cognition in the College of Education Students at Kuwait University

Abstract

An everlasting controversial issue in is the problem of teaching students to become initiative-motivated, and self-regulating learners. This study focuses on the interactive relationships between students' motivation and cognition in the College of Education students at Kuwait University ‐ more specifically, the relationships between students' motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students' motivation, cognition, and achievement in different College of Education students are also presented.

Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation

“…Results of many studies show that motivational beliefs significantly affect the use of metacognitive strategies employed by students (Al-Ansari, 2005;Dembo & Eaton, 2000;Neber & Schommer-Aikins, 2002;Pintrich & De Groot, 1990;ShuShen, 2002;Tung-hsien, 2004;Valle et al, 2003). These studies mainly focus on three general types of motivational beliefs, including expectancy (self-efficacy and control), task value, and goal orientations.…”

The interplay between cognitive and motivational variables in a problem-based learning environment

“…Students with higher levels of intrinsic motivation to academic achievement are more likely to attain meaningful understanding. In fact, educational research has long since shown that there is a positive relationship between intrinsic motivation and the use of learning strategies that lead to meaningful understanding (Al-Ansari, 2005;Meece, Blumenfeld, & Hoyle, 1988;Neber & Schommer-Aikins, 2002;Pintich & DeGroot, 1990;Tung-hsien, 2004;Valle et al, 2003).…”

Learning orientations: Diversity in higher education

“…Just as this pathway is associated with a very disciplined approach, Entwistle and Ramsden's (1983) 'strategic approach' is negatively correlated with 'disorganised studying'. Although the evidence suggests that these students tend to be academically successful (Al-Ansari, 2005), there are some issues that need consideration. These students are careful to stay within the square.…”

“…The relationship between learning performance and motivation was established in the 1970s by the work of Biggs (1976Biggs ( , 1987 and Marton and Säljö (1976a,b). Other studies have looked at self efficacy (Anderman & Midgley, 1992;Bandura, 1993), expectancy and task value (Al-Ansari, 2005). Although measuring motivation in different ways, these studies agree that students high in motivation show higher levels of persistence and more directed effort.…”

“…Students who are extrinsically motivated study for utilitarian reasons and get little pleasure out of the experience. Several studies have also found that extrinsic motivation is associated with poor learning strategies and outcomes (see for example, Al-Ansari, 2005;Biggs, 1987). For some of those students who identified themselves as Asian, language may also be a barrier that increases the difficulty of the learning task (Burns, 1991).…”