A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement

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A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement

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dc.contributor.advisor Weinstein, Claire E.
dc.creator Jung, Jae Hak
dc.date.accessioned 2011-09-26T15:33:54Z
dc.date.available 2011-09-26T15:33:54Z
dc.date.created 2011-08
dc.date.issued 2011-09-26
dc.date.submitted August 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-08-4166
dc.description.abstract My goals for this study were to use Structure Equation Modeling (SEM) to: propose a conceptual model based on theoretical frameworks of student motivation variables, use of cognitive strategies, and use of self-regulation strategies affecting student academic performance; statistically examine each of the structural relationships among the above variables on student achievement; and, test for cultural differences between American and Korean community college students on the measurement model, factor means, and structure model. These SEM results provided support for four research hypotheses: (a) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of self-regulation strategies for both the American and Korean community college students; (b) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of cognitive strategies for both the American and Korean community college students; (c) Students’ reported motivational variable scores significantly positively predicted students’ academic achievement for both the American and Korean community college students; (d) Students’ reported use of cognitive strategies was positively related to students’ reported use of self-regulation strategies for both the American and Korean community college students. However, these results did not provide statistical support for the four research hypotheses; (e) Students’ reported use of cognitive strategies did not significantly predict students’ academic achievement in the overall model for both the American and Korean community college students; (f) Student’s reported use of learning skills strategies did not significantly predict students’ academic achievement in the overall model for both American and Korean community college students. Based on the results of the current study, many future studies can be suggested. First of all, future studies need to have various measurements to assess student academic achievement. GPA is only one measure for students’ academic achievement or success. Future research should consider alternative measurements such as peer or teacher evaluation, students’ satisfaction, problem-solving ability in the context of the course student are taking, ability to transfer and so on. If research includes more alternative measurements to measure student success, research may avoid the limitation of using only GPA as student success.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Learning strategies
dc.subject Motivation
dc.subject Self-regulation
dc.subject Cognitive strategies
dc.subject Student success
dc.subject Community college
dc.subject Cross-cultural research
dc.title A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement
dc.date.updated 2011-09-26T15:34:03Z
dc.identifier.slug 2152/ETD-UT-2011-08-4166
dc.contributor.committeeMember Schallert, Diane L.
dc.contributor.committeeMember Svinicki, Marilla D.
dc.contributor.committeeMember Beretvas, Susan N.
dc.contributor.committeeMember Stuifbergen, Alexa M.
dc.description.department Educational Psychology
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Psychology
thesis.degree.discipline Educational Psychology
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy

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