Relationship between motivational orientation and learning strategies in predicting academic success

Since academic achievement is influenced by variables such as motivational orientations and learning strategies, the study of these variables is of great importance. The aim of this research was studying the relationship between motivational orientations, learning strategies and determining the role of each variable in predicting academic achievement. This descriptive correlation study was carried out in 2010-11 in Tehran, Iran. 600 third-grade guidance school female students in Tehran, Iran were selected by multistage cluster sampling. The data collection tools were the Academic Motivation Scale Vallerand and the Learning Strategies Questionnaire Winestein & Mayer. Academic achievement was measured using the average score. Data were analyzed by Pearson coefficient correlation and multiple regressions. Based on multiple regression results, the strongest predictor for achievement was motivational orientation. Among the components of the Motivational Orientation Scale, “amotivation” was the strongest predictor of academic failure. Learning strategies stood in the second position among which “elaboration strategy” had the highest role in predicting academic achievement. There is a positive relationship between academic achievement and learning strategies and also motivational orientations. There is also a negative relationship between amotivation and academic failure. Motivational orientations especially intrinsic motivation must be focused. In addition, instruction should be directed toward the learners’ interests and learning strategies.