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.org/0000-0003-0565-7207
; Higher School of Technology and Management, Polytechnic Institute of Viseu, Viseu, Portugal
Cláudia Seabra
orcid.org/0000-0002-8496-0986
; Higher School of Technology and Management, Polytechnic Institute of Viseu, Viseu, Portugal
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
Publication date:
1.7.2017.
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