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- W2172199216 abstract "The purpose of this study was to examine the relationships among undergraduate students’ learning motivations, cognitive strategies, and academic achievement. For this study, the Motivated Strategies for Learning Questionnaire(MSLQ) was conducted with 338 participants from A University to measure the level of motivation and cognitive strategies. As a result, first, structural equation models, which indicate learning motivations influence on academic achievement, were fit for the purpose. Second, direct effects of learning motivations on academic achievement were not statistically significant. Third, learning motivations had an indirect impact on academic achievement by mediating cognitive strategies. Overall, even with no direct effect of learning motivation on academic achievement, students who had high levels of learning motivation used more cognitive strategies. Also, the more cognitive strategies students used the higher were their levels of academic achievement." @default.
- W2172199216 created "2016-06-24" @default.
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- W2172199216 date "2014-06-30" @default.
- W2172199216 modified "2023-09-26" @default.
- W2172199216 title "An analysis of the structural relationships among undergraduate students’ learning motivations, cognitive strategies, and academic achievements" @default.
- W2172199216 doi "https://doi.org/10.15854/jes.2014.06.45.2.77" @default.
- W2172199216 hasPublicationYear "2014" @default.
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