标题：The Intricate Relationship Between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors
期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2012
卷号：24
期号：2
页码：197-208
出版社：International Society for Exploring Teaching and Learning
摘要：The objective of the present study was to examine how motivation is related to academic achievement. The Motivated Strategies for Learning Questionnaire(MSLQ) was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students' prior know ledge, achievement-related classroom behaviors, and academic achievement were included in the analysis. Path analysis revealed that motivation is not directly related to achievement. Instead, the relationship was mediated by both learning strategies and achievement-related classroom behaviors. Prior achievement was a good predictor of subsequent achievement but had no influence on student motivation. Overall, the results suggestthat motivation as operationalized by self-report seems to be a construct with limited predictive validity for academic achievement
