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Version 1.1 – Updated August 2021

Achieving motivation and approach

Overview

  • Influence: Achieving motivation and approach
  • Domain: Student
  • Sub-Domain: Beliefs, attitudes, and dispositions
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: This motivation involves students being strategic in their motivation – choosing when to be surface and understand the knowledge, when to go deep and investigating relations, when to master and when to perform to the satisfaction of others (teachers, peers, family).

Evidence

  • Number of meta-analyses: 4
  • Number of studies: 252
  • Number of students: 0
  • Number of effects: 257
  • Effect size: 0.38

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Australian Journal of Education Purdie & Hattie Australia The Relationship between Study Skills and Learning Outcomes: A Meta-Analysis 1999 Achieving approach 95 0 95 0.70
Australian Journal of Education Purdie & Hattie Australia The Relationship between Study Skills and Learning Outcomes: A Meta-Analysis 1999 Achieving motivation 18 0 18 0.18
Perspectives on Thinking, Learning and Cognitive Styles Watkins Australia Correlates of Approaches to Learning: A Cross-Cultural Meta-Analysis 2001 Achieving motivation 55 0 60 0.37
Journal of Educational Psychology Huang Taiwan Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis. 2012 Achieving motivation 84 0 84 0.26
TOTAL/AVERAGE 252 0 257 0.38

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 3 4 1 2 3
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