The Interrelations Between Motivational, Cognitive, and Metacognitive Aspects of Student Learning: A Person-Oriented Perspective

• In Event: On the Dynamics and Relatedness of Students’ Approaches to Learning in Higher Education

Abstract

The current study investigates the interrelation between cognitive, meta-cognitive and motivational aspects of learning within the Students’ Approaches to Learning-field (SAL-field) by exploring the relationships between self-determination theory (Deci & Ryan, 2000) and the learning pattern model (Vermunt & Vermetten, 2004). It aims not only at relating motivational regulations and learning strategies, but also looking at their interrelations from a person-oriented perspective by identifying learning and motivational profiles (Magnusson, 1998). Students (N=408) in the first year of a teacher-training program were questioned on motivational drives and learning strategies, using the Short Inventory of Learning Patterns (Donche & Van Petegem, 2008). Partial correlations between motivational regulations and processing strategies and between motivational and meta-cognitive regulations demonstrated that regulations indicating autonomous motivation were related to deep and concrete processing strategies. A significant link between intrinsic regulation was also found. Results also pointed to a significant relation between a-motivation and lack of motivation. Few relations were uncovered between dimensions of controlled motivation and cognitive or meta-cognitive learning strategies. Cluster analysis was used to identify learning and motivation profiles. A five cluster solution was deemed most appropriate; these clusters were labelled: meaning-oriented, reproduction-oriented, apathetic, moderate and all high. A MANOVA indicated that cluster membership significantly predicted scores on a-motivation and lack of regulation. Results generally confirmed models in the SAL-field and most of the relations between motivation and learning strategies as proposed by self-determination theory. However, results also showed that reproduction-oriented learning isn’t necessarily related to controlled motivation or lack of motivation. Finally, students in the all-high profile unexpectedly also exhibited high scores on lack of regulation and a-motivation. This was attributed to specific response behaviour by this group when filling in the questionnaire.

Authors

• Gert Vanthournout, University of Antwerp

• Sven De Maeyer, University of Antwerp

• David Gijbels, University of Antwerp

• Vincent Donche, University of Antwerp

• Peter Van Petegem, University of Antwerp