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International journal of multidisciplinarity in business and science, Vol. 3 No. 3, 2017.

Original scientific paper

CONSCIENTIOUSNESS AND INTRINSIC MOTIVATION AS PREDICTORS OF PERCEIVED LEARNING AND ACADEMIC ACHIEVEMENT

Ana Paula Cardoso ; Higher School of Education, Polytechnic Institute of Viseu, Viseu, Portugal
Manuela Ferreira ; Higher School of Health, Polytechnic Institute of Viseu, Viseu, Portugal
José Luís Abrantes orcid id orcid.org/0000-0003-0565-7207 ; Higher School of Technology and Management, Polytechnic Institute of Viseu, Viseu, Portugal
Cláudia Seabra orcid id orcid.org/0000-0002-8496-0986 ; Higher School of Technology and Management, Polytechnic Institute of Viseu, Viseu, Portugal

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Abstract

This paper aims to relate conscientiousness, intrinsic motivation and perceived learning, and its direct and indirect relationships with academic achievement. An empirical study was undertaken, involving a representative sample of 1986 Portuguese high school students. A structural model reveals that conscientiousness directly and positively
influences intrinsic motivation, perceived learning and academic achievement. In turn, intrinsic motivation directly and positively influences perceived learning and academic achievement. Corroborating previous studies, these findings suggest that personal factors are essential to improve student´s learning outcomes, namely academic achievement. Recommendations for teachers and school managers are addressed.

Keywords

academic achievement; perceived learning; conscientiousness; intrinsic motivation

Hrčak ID:

205696

URI

https://hrcak.srce.hr/205696

Publication date:

1.7.2017.

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