This paper investigates the relationship between academic motivation, cognitive strategies and self-efficacy, in order to examine the effects of these variables on the academic performance of students and to discover possible repercussions in their academic career, and to determine the level of drop-out risk. The sample is composed of 2.328 students by "Roma Tre" University. They took part in an extensive online survey, they has been asked to complete a battery of tools to gather not only informations concerning socio-cultural data, but also related to self-regulation of learning, academic motivation, school self-efficacy and perceived risk of drop-out. The results emerging from the analysis of the data indicate that the cognitive strategies adopted, the type of motivation, and the perception of self-efficacy affect student learning skills. They also show that academic performance correlates but does not constitute a predictive factor for the risk of drop-out, on the contrary factors as a-motivation and school self-efficacy are statistically significant.

Biasi, V., De Vincenzo, C., & Patrizi, N. (2017). Relazioni tra autoregolazione dell’apprendimento, motivazioni e successo accademico degli studenti. Identificazione di fattori predittivi del rischio di drop-out. GIORNALE ITALIANO DELLA RICERCA EDUCATIVA(18), 181-198.

Relazioni tra autoregolazione dell’apprendimento, motivazioni e successo accademico degli studenti. Identificazione di fattori predittivi del rischio di drop-out.

BIASCI, Valeria;DE VINCENZO, CONNY;PATRIZI, NAZARENA
2017

Abstract

This paper investigates the relationship between academic motivation, cognitive strategies and self-efficacy, in order to examine the effects of these variables on the academic performance of students and to discover possible repercussions in their academic career, and to determine the level of drop-out risk. The sample is composed of 2.328 students by "Roma Tre" University. They took part in an extensive online survey, they has been asked to complete a battery of tools to gather not only informations concerning socio-cultural data, but also related to self-regulation of learning, academic motivation, school self-efficacy and perceived risk of drop-out. The results emerging from the analysis of the data indicate that the cognitive strategies adopted, the type of motivation, and the perception of self-efficacy affect student learning skills. They also show that academic performance correlates but does not constitute a predictive factor for the risk of drop-out, on the contrary factors as a-motivation and school self-efficacy are statistically significant.
Biasi, V., De Vincenzo, C., & Patrizi, N. (2017). Relazioni tra autoregolazione dell’apprendimento, motivazioni e successo accademico degli studenti. Identificazione di fattori predittivi del rischio di drop-out. GIORNALE ITALIANO DELLA RICERCA EDUCATIVA(18), 181-198.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/322068
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