A Cross-Cultural Investigation of Motivational, Cognitive, and Self-Regulation Factors Affecting Student Achievement

• In Event: Poster Session 11
  In Poster Session: Examining the Effects of Culture, Cognitive Capacity, and Human Agency on Academic Achievement

Abstract

My goals for this study were to use SEM to: (a) propose a conceptual model based on theoretical frameworks of student motivation variables, use of cognitive strategies, and use of self-regulation strategies affecting student academic performance; (b) statistically examine each of the structural relationships among the above variables on student achievement; and, (c) test for cultural differences between American and Korean community college students on the measurement model, factor means, and structure model.
The final Structural Equation Modeling results partially supported the hypotheses: student motivation had a significantly positive effect on students’ reported use of cognitive strategies as well as self-regulation strategies for both American and Korean students. In addition, student motivation positively predicted student academic achievement for both groups.

Authors

• Jaehak Jung, Texas State University

• Claire Ellen Weinstein, The University of Texas