出版社：Eurasian Society of Educational Research Association
摘要：The present study aimed to investigate the relationship between studentsrsquo; academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweckrsquo;s implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between studentsrsquo; beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting studentsrsquo; use of cognitive strategies from implicit intelligence beliefs and motivations for studying, er autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting studentsrsquo; use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote studentsrsquo; motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance.
