The Differential Impact of Motivation on the Self-Regulated Strategy Use of High- and Low-Achieving College Students.

VanZile-Tamsen, Carol; Livingston, Jennifer A.

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Peer reviewed

ERIC Number: EJ589121

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0897-5264

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The Differential Impact of Motivation on the Self-Regulated Strategy Use of High- and Low-Achieving College Students.

VanZile-Tamsen, Carol; Livingston, Jennifer A.

Journal of College Student Development, v40 n1 p54-60 Jan-Feb 1999

Low-achieving college students (N=94) evidenced less use of self-regulating strategies and a stronger relationship of self-regulated strategy use to positive motivational orientation than high-achieving students (N=49). Samples were predominantly white and female. Encouraging the use of these strategies may improve low achievers' academic performance. (Author/EMK)

Descriptors: Academic Achievement, Cognitive Structures, Cognitive Style, College Students, Higher Education, Learning Motivation, Learning Strategies, Low Achievement, Self Efficacy, Test Anxiety

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A