The relation between types of extrinsic motivation, learning strategies and academic achievement among educational students

Abstract

The aim of the study was to test the relation between extrinsic motivation – identified (EMID), extrinsic motivation – introjected (EMIN), extrinsic motivation – external regulation (EMER), deep strategy of learning, surface strategy of learning and academic achievement. Participants were 310 randomly sampled university students (Mage = 20.23, SD = 1.85) from the faculty of education in pre-school program. We applied descriptive, Pearson correlational and regression analysis. Multiple regression analysis showed that academic achievement was positively related to extrinsic motivation – external regulation (EMER) and deep strategy of learning, but negatively related to surface strategy of learning. Academic achievement was not related to extrinsic motivation – introjected (EMIN) and extrinsic motivation – identified (EMID). Results show that the higher is extrinsic motivation – external regulation (EMER) and deep strategy of learning, the higher is academic achievement, and the higher is surface strategy of learning the lower is academic achievement. The findings of this study shed light on the necessity of applying intervention plans in raising the awareness of relevant parties such as; policy makers, as well as all staff who populate an educational environment, for the impacts they may have the academic motivation, specifically types of extrinsic motivation, learning strategies in academic achievement during the academic activities of educational students.