Predicting Motivation and Learning Strategies in Community College Students

Abstract

The present study examined the relationship among student characteristics, types of academic motivation, learning strategies, and grade point average (GPA). Community college students in psychology courses (N = 131) completed an online survey, which assessed 3 types of academic motivations (intrinsic, extrinsic, and amotivation), learning strategies (deep and surface), academic self-concept, and demographic variables. Results suggested that academic self-concept (β = .30, p < .001) and age (β = .21, p = .02) added to the prediction of intrinsic motivation. Academic self-concept also significantly predicted amotivation (β = –.60, p < .001). The model tested significantly predicted deep learning strategies (ΔR2 = .37, p < .001) and surface strategies (ΔR2 = .13, p < .001) but not consumeristic motivation (ΔR2 = –.02, p = .78) or GPA (ΔR2 = –.01, p = .53). Overall, the results provided mixed support for the proposed model of student learning in which student characteristics predict motivation, which is related to learning strategies and academic performance. Results are discussed in terms of implications for multifactor models of learning in the community college population.