Exploring the motivation orientation and learning strategies of first year university learners

Abstract

Abstract Both internationally and within South Africa the failure rates at universities are presently high and throughput and graduation rates are low. It is thus imperative that the cognitive and non‐cognitive predictors related to identifying learners who will succeed academically are explored. This paper focuses on two potentially important non‐cognitive predictors, namely motivational orientation and the use of learning strategies. Learners are described according to these constructs, and the relationship of these constructs to academic performance is also explored. In addition, the patterns of performance of the learners are explored. Using a convenience sampling technique, learners from a first year psychology class were surveyed using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic performance was measured using the percentage score learners earned at the end of their first semester. The statistical analysis was descriptive and correlational in nature. Important trends and relationships are reported. The implications of the findings for the admission and development of first year higher education students are discussed.