Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement

Abstract High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong relations between all of the motivational variables (self-efficacy/goal orientations) and deep/surface learning strategies. A path analysis showed a structural relation between these variables, and that preceding academic achievement primarily predicted self-efficacy and subsequent achievement (examination grade). Separate mediator analyses showed several mediator effects between these variables that are comparable to previous research findings and provides theoretical integration between classes of motivational constructs and learning strategy variables.

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