The motive/stategy model of learning processes: some empirical findings

Abstract

The motive/strategy model underlying the learning process inventories of both Biggs and Entwisfle has major implications for both educational practice and research. As yet, however, there is only limited empirical support for the validity of the model. This paper reports findings, several as yet unpublished, from a number of the writer's investigations which throw light on this issue. Overall, these results question the validity of the model and fail to confirm several plausible propositions based on the model.