The motive-strategy congruence model revisited

Watkins, David; Hattie, John

doi:10.1016/0361-476x(92)90058-7

Cited by 8 publications

(14 citation statements)

References 2 publications

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“…Thus, the given study requirements and assignments as perceived by students may encourage them to be involved in various educational experiences and to engage in more deep approach activities, although study requirements was not found to predict the deep approach. However, teachers should clarify assessing requirements with students to encourage them to use the higher order learning process (Watkins & Hattie, 1992). Instructor treatment as a part of students' academic satisfaction tended to predict positively students' surface approach to learning.…”

Section: Discussionmentioning

confidence: 98%

Academic Satisfaction and Approaches to Learning Among United Arab Emirates University Students

Hassan

2002

soc behav pers

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This study examined the relationship between students' academic satisfaction and approaches to learning. A total of 351 undergraduate students participated in this study. Study requirements and instructor treatment as two constructs of satisfaction predicted surface approach, instructor treatment and attitudes towards study predicted deep approach, and attitudes towards study predicted achieving approach. In general, academic satisfaction directly affected students' approaches to learning as examined by structural equation analysis, particularly for deep approach.Satisfaction is the state that reflects an individual's perception of, liking for, and pleasure in certain aspects of the environment (Nord, 1997) including the academic environment. Evidence indicates that students' level of academic satisfaction is related to their values in terms of ability, effort, and motivational goals, whereas dissatisfaction is related to students' perceptions of unfair treatment and difficulties caused by the academic system (Danielson, 1998). In addition, academic satisfaction involves students' perception of quality in their academic programs, study requirements, teachers' treatment and instructions (Belcheir, 1999), and better attitudes toward the subject matter (Walberg & Greenberg, 1997). This situation raises an important question about the connection between students' academic satisfaction and the approaches to learning that students use in the educational context. Approach to learning is a "composite of a motive and an appropriate strategy" (Biggs, 1987, p. 2) used by students to acquire different information and engage in different learning situations. Students' approaches to learning constitute a suf-SOCIAL

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Section: Discussionmentioning

confidence: 98%

Academic Satisfaction and Approaches to Learning Among United Arab Emirates University Students

Hassan

2002

soc behav pers

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“…This finding is important in view of the paucity of data on the ability of the LPQ to predict actual school achievement Watkins & Hattie, 1992). However, given the small (about 6%) amount of variance in academic achievement explained by differences in LPQ scales, the LPQ scales should not be used as the sole or primary measures of students' preferred learning approaches in racially integrated Zimbabwean schools.…”

Section: Discussionmentioning

confidence: 98%

“…The findings of this study also provide evidence for possible incongruency between motives and actual achievement. For example, black students who reported a higher use of a deep approach had lower academic grades.These inconsistencies in predicting academic achievement by motivation and strategy subtests bring into question the need for congruency between motivation and strategy (Biggs, 1988;Watkins & Hattie, 1992) in understanding student's preferred approaches to learning in relation to academic achievement. The apparent inconsistencies in motivational and strategy components observed in this study suggest that, with students' self-report data, congruency between strategy and motivation may be of limited value in predicting academic achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Students with incongruent strategy and motivation may be receiving contradictory expectations from the teaching-learning context (e.g., assessment procedures that require deep processing and a teaching regimen or curricula that is superficial and concrete) (Biggs, 1987, 1993, Ramsden et al, 1989. They may also be members of a school or community culture that places a higher value on being either highly motivated or organized and persistent (Watkins, 1996;Watkins & Singh-Sengupta, 1996), even though they may have lower abilities (Biggs, 1991;Cantwell & Millard, 1994, Watkins & Hattie, 1992.…”

Section: Discussionmentioning

confidence: 99%

“…Evidence that the LPQ predicts academic achievement is limited Watkins & Hattie, 1992). In this regard, the finding by Watkins and Hattie (1992) that congruent LPQ motivation-strategy combinations accurately predicted student self-reported achievement in math, reading, and other academic areas is encouraging.…”

Section: The Measurement Of Learning Processes In School Studentsmentioning

confidence: 99%

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Predicting School Achievement in Zimbabwean Multiracial Schools Using Biggs' Learning Process Questionnaire

Mpofu

Oakland

2001

South African Journal of Psychology

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Biggs ' (1987) Learning Process Questionnaire (LPQ) is a widely acknowledged measure of student approaches to learning. However, its utility in predicting actual school achievement and in multi-cultural contexts is unknown. This study investigated the validity of Biggs' LPQ and its underlying theory in predicting academic achievement in Zimbabwean multiracial schools. Three hundred and seventy-six Zimbabwean black (157) and white (219) students (mean age = 12.3 years; SO = .7) attending six racially integrated schools took part in the study.Students who reportedly used a surface approach to learning achieved lower levels of academic achievement compared to those who reportedly used deep and achieving approaches. Compared to white students, black students who reported higher use of a deep approach had lower academic grades. Students who reported a higher use of a surface strategy and taught by female teachers displayed significantly lower academic achievement than those who reported use of deep approaches. Support was found for the LPQ and its underlying theory. They appear to have some potential as research tool for use in Zimbabwean multiracial schools.

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Cross‐cultural Validation of Models of Approaches to Learning: an application of confirmatory factor analysis

Wong

Lin

Watkins

1996

Educational Psychology

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The motive-strategy congruence model revisited

Cited by 8 publications

References 2 publications

Academic Satisfaction and Approaches to Learning Among United Arab Emirates University Students

Academic Satisfaction and Approaches to Learning Among United Arab Emirates University Students

Predicting School Achievement in Zimbabwean Multiracial Schools Using Biggs' Learning Process Questionnaire

Cross‐cultural Validation of Models of Approaches to Learning: an application of confirmatory factor analysis

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