Simple and multiple relations between motivational strategies and academic achievement

ABSTRACT: The purpose of this study was to investigate the relationship between studentsʹ motivational strategies and their academic achievement. The research method was descriptive-correlation. Statistical population was about 300 female and 200 male students in English literature majors from Islamic Azad University, Ardabil Branch who were freshmen and seniors. The sample included 81 females and 56 males who were selected randomly via Krejcie and Morgan table considering alpha = .05. The instrument of this research was the motivation dimension of motivated strategies for learning questionnaire. Reliability of the questionnaire and its subscales was calculated using Cronbach’s Alpha. The average of scores was scores that students received during all semesters. For this reason, researchers gave the notation above the questionnaire to ask from students their averages. The participants were asked to complete the questionnaire in their class at the same time. Gathered data were analyzed using Pearson product moment and regression, enter method. Regression analyses represented that 39 percent of variance for achievement of English learners could be explained by motivational subscales containing intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self efficacy, and test anxiety (R = .62, R2 = .39, adjusted R2 = .36 and F (6,130) = 13.63).