ULUSLARARASI V. TURKCESS EĞİTİM VE SOSYAL BİLİMLER KONGRESİ, İstanbul, Turkey, 27 - 29 June 2019, pp.5-10
Managing one’s own learning during the process of knowledge acquisition has paved the way for the concept of self-regulated learning (SRL) in which learners organize their cognitive and motivational behaviours followed by certain self-regulatory processes. In this sense, learners developing SRL become more active in the learning process and have high attentiveness in performing a given work. The present study explores the structural relationship among motivational beliefs, learning strategies, need for cognition and academic achievement. Within this context, the purpose of the study was to form a structural model on the ground of patterns among the mentioned variables. 512 state university students in İstanbul composed the study group of the research. The Motivated Strategies for Learning Questionnaire and the Need for Cognition Scale were administered to the participants. Data analysis was carried out by bivariate correlation analysis, regression analysis, and structural equation modelling. Findings revealed that goal orientation, learning beliefs, self-efficacy, organization and self-regulation along with need for cognition predicted academic achievement in a positive way, except for critical thinking. In addition, all the mentioned variables correlated significantly with each other in a positive way. In line with the theoretical review and practical applications as well as empirical studies, a structural model indicating the relationship pattern among motivational beliefs, learning strategies, need for cognition and academic achievement was tested and suggested as a model.