Motivation to study, effort management, efficient time management, and academic performance of university students

Abstract

In this research study the relationship between metacognitive learning variables, volitional variables and academic achievement in third-year Psychology of Learning students were analyzed. As a starting point we took the works of Pintrich et al (1991), and McCann & Turner (2004). The variables of previous performance (grades) are the best predictors of final achievement, but if removed, metacognitive variables (Time Management and the Effort Management) and volitional strategies (Negative-Based Incentives) come into play in predicting performance. Volitional variables may be considered as latent variables with an indirect influence over the final grades, but with a direct influence over the learning strategies. Such complex relationships (LISREL) should be more thoroughly researched in the future. No statistical differences between men and women were found in any of the variables. The best variables to discriminate between groups of achievement (high, middle and low) were learning variables, such as time management, effort management and metacognitive self-regulation.