摘要：The aim of the present pilot study was to identify a series of motivational and cognitive variables that shape the students’ academic performances. The study sample was represented by 72 students from the Psychology specialization, selected according to academic performance during the first two study years. The portfolio of tests used included: Motivated strategies for learning questionnaire (Rao & Sachs, 1999); Thinking Style Inventory (Sternberg & Wagner, 1992); Achievement Goal Questionnaire (Elliot & McGregor, 2001). The results obtained highlighted differences between students with high performances and those with lower performances, in terms of self-efficacy and self-regulated learning strategies.
