Abstract
Education![Figure][1] CREDIT: THINKSTOCK Both motivational and cognitive variables play a role in academic achievement. The relationship between these variables and academic success at a specific time point has been described, yet there has been little research on whether these variables can predict long-term academic gains. Controlling for intelligence, Murayama et al. examined how motivation and strategies used by students to learn the material related to growth in academic achievement in mathematics over time. German students in grades 5 to 10 were assessed longitudinally for both math skills and self-reported motivation and learning strategies, and latent growth curve modeling was used to evaluate growth in mathematics achievement. Results showed that although the initial level of achievement was strongly related to intelligence, motivation and learning strategies predicted growth in math achievement over time. Although correlational, these findings suggest that motivation and learning strategies should be further examined, as one of the ultimate goals in education is to enable sustainable learning. Child Dev. 10.1111/cdev.12036 (2012). [1]: pending:yes
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
