The Role of Learning Strategies and Motivation in Academic Performance: A Study of University Students
DOI:
https://doi.org/10.18662/rrem/17.4/1054Keywords:
academic performance, higher education, student motivation, learning strategies, self-regulationAbstract
This study explores the relationship between motivational and learning strategies and academic performance among university students in Romania, an area that remains underexplored, particularly in relation to academic performance across different study programs. Data were collected from students enrolled in full-time and hybrid study programs in the field of educational science (N = 225). The results reveal statistically significant findings from the subscale analysis, with a model precision of 58.7%. While the holistic Motivation Scale and Learning Strategy Scale did not significantly impact academic performance, specific subscales emerged as influential predictors. Key motivational strategies, such as task value, control of learning beliefs, self-efficacy, and learning strategies like effort regulation, metacognitive self-regulation, and help-seeking, were found to impact academic performance significantly. Additionally, the frequency of study programs (full-time vs. hybrid) emerged as a significant moderator, particularly for lower-performing students. These findings highlight the importance of fostering students' beliefs in their learning abilities, their perceived control over learning outcomes, and their valuation of academic tasks. The study underscores the need for targeted interventions to enhance students' motivation and self-regulation, ultimately improving academic performance. These insights offer valuable guidance for educators and policymakers aiming to design effective support systems for students in higher education.References
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