Dissertation/Thesis Abstract

Motivation and learning strategies and their relationship to academic achievement in middle school students
by Donnelly, Caitlin, M.S., California State University, Long Beach, 2012, 67; 1522218
Abstract (Summary)

The purpose of this study was to determine whether there was a relationship between students' self assessments of the learning strategies they use and their standardized test scores, and grade point average (GPA). Moreover, it was also to determine if students' gender, ethnicity, language ability, and disability status impacted their self-report of motivation and learning strategies.

Participants in the study took the School Motivation and Learning Strategies Inventory (SMALSI) and analyses were run using the averages from the inventory and California State Testing (CST) or California Modified Assessment (CMA) results, GPA, and English proficiency levels.

Salient findings included: SMALSI scores correlated to GPA, higher test anxiety among girls, higher study skills and time management scores among Asian students compared to Hispanic students, no significant difference between SMALSI scores for students with a disability compared to students identified at risk.

Indexing (document details)
Advisor: Pavri, Shireen
Commitee: Hansuvadha, Nat, Richards-Tutor, Cara
School: California State University, Long Beach
Department: Advanced Studies
School Location: United States -- California
Source: MAI 51/05M(E), Masters Abstracts International
Subjects: Middle School education, Special education
Publication Number: 1522218
ISBN: 978-1-267-97705-2
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