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The effect of motivation training on approaches to learning and self‐concept
Author(s) -
Purdie Nola M.,
Hattie John A.
Publication year - 1995
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1995.tb01144.x
Subject(s) - psychology , sample (material) , mathematics education , intrinsic motivation , self concept , applied psychology , social psychology , developmental psychology , cognitive psychology , chromatography , chemistry
The effects of a motivation training programme on the approaches to studying and the self‐concepts of a sample of secondary school female students was investigated. The Learning Process Questionnaire (LPQ, Biggs, 1987) was used to assess changes in three basic approaches to learning (Surface, Deep and Achieving). Each approach consists of two dimensions (a strategy and a motive). Changes in seven dimensions of self‐concept were measured by the self‐concept questionnaire About Myself (AM, Hattie, 1992). The study also investigated the patterns of response to motivation training of students of different levels of academic performance.