Cognitive Approach to Motivation and Learning at Higher Education Students

Abstract

In the article, we focused on the connections between learning or. academic motivation and learning strategies in higher education. In the theoretical part, we explained the basic concepts on the basis of the read literature listed in the bibliography, and in the empirical (research) part, we conducted a survey of students of Higher Vocational College. We used the freely available Questionnaire of Motivation and Learning Strategies, based on a cognitive approach to motivation and learning, which is characterized by emphasizing the intertwining of cognitive and emotional components in learning. There is a statistically significant medium-strong positive association between beliefs about self-efficacy and repetition and elaboration, and a weak positive association with the organization. There is a statistically significant weak positive association between metacognition and time and learning space, peer learning and seeking help - with more frequent use of metacognitive strategies, mastery of time and learning organization strategies, turning to peers or teachers for help increases statistically significantly.