The motive-strategy congruence model revisited |
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| Affiliation: | 1. Department of Genitourinary Medical Oncology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA;2. Winship Cancer Institute of Emory University, Department of Hematology/Medical Oncology, Atlanta, GA, USA;3. Division of Cancer Medicine, Hematology/Medical Oncology Fellowship, The University of Texas MD Anderson Cancer Center, Houston, TX, USA;4. Department of Diagnostic Radiology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA;1. Laboratory for Pediatric Brain Diseases, Howard Hughes Medical Institute, The Rockefeller University, New York, NY 10065, USA;2. Department of Neurosciences, Rady Children’s Institute for Genomic Medicine, University of California, San Diego, La Jolla, CA 92093, USA;3. Division of Inflammation Biology, La Jolla Institute for Allergy & Immunology, La Jolla, CA 92037, USA;4. Del. E. Webb Center for Neuroscience, Aging and Stem Cell Regeneration, Sanford Burnham Prebys Discovery Institute, La Jolla, CA 92037, USA;1. European Commission, Joint Research Centre (JRC), Institute for Energy and Transport, Via Fermi 2749, 21027 Ispra, Italy;2. Politecnico di Torino, Corso Duca degli Abruzzi 24, 10129 Torino, Italy;3. IEFE, Bocconi University, Milan, Italy |
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| Abstract: | This paper, based on research with 1266 Australian secondary school students, provides support for two propositions central to Biggs' (1985, 1987) notion of motive-strategy congruence. Evidence was found that students tended to utilize learning strategies congruent with their motivation for learning and that congruent motive-strategy combinations are associated with higher average school grades than noncongruent combinations. |
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