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The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan

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A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: 30 April 2025 | Viewed by 12294

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Special Issue Editor

Prof. Dr. Fotini Polychroni

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Guest Editor

Department of Psychology, National and Kapodistrian University of Athens, 15703 Athens, Greece
Interests: students with learning disabilities; motivation and emotion; assessment of cognitive and metacognitive strategies; psychosocial adjustment; school engagement; dyslexia in higher education; early identification of learning disabilities

Special Issue Information

Dear Colleagues,

According to the literature, learners are self-regulated when they are cognitively, metacognitively, motivationally, and strategically active participants in their own learning. Motivation in learning has received research attention as one of the protective factors that fosters academic resilience and psychosocial adjustment across all levels of education. Using cognitive and metacognitive strategies helps students in terms of deep processing and gaining a better understanding of the learning material. These variables are especially important and rather less effective for students with learning disabilities, for whom motivation is of primary importance for learning involvement and achievement. Moreover, there is evidence that both motivation and the use of learning strategies were negatively affected in children and young adults as a result of the COVID-19 restrictions, particularly for children with learning disabilities.

The aim of this Special Issue is to bring together papers that approach motivation and cognitive and metacognitive strategies in learning from multiple theoretical perspectives. We welcome original research articles using quantitative and qualitative methodology, systematic literature reviews, and evidence-based interventions with samples across all levels of education. We seek to attract submission of original research articles and systematic reviews on topics covering, but not limited to: (1) motivation for learning across the life span, (2) cognitive and metacognitive strategies, (3) academic resilience, (4) psychosocial adjustment, (5) anxiety and stress, (6) learning disabilities and dyslexia.

I look forward to receiving your contributions.

Prof. Dr. Fotini Polychroni
Guest Editor

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Keywords

motivation for learning
cognitive and metacognitive strategies
academic resilience
psychosocial adjustment
anxiety and stress
learning disabilities and dyslexia
children and adolescents
higher education students
COVID-19

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Published Papers (9 papers)

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Research

17 pages, 493 KiB

Open AccessArticle

How Can General Self-Efficacy Facilitate Undergraduates’ Employability? A Multiple Mediation Model

by Jiajia Tan, Jinglin Li and Xinfa Yi

Behav. Sci. 2025, 15(4), 514; https://doi.org/10.3390/bs15040514 - 11 Apr 2025

Viewed by 227

Abstract

Self-efficacy is a key cognitive factor affecting undergraduates’ employability, but existing studies have not sufficiently explored the underlying mechanisms of how self-efficacy influences employability, not to mention proposing a comprehensive model to clarify these pathways. Based on social cognitive career theory (SCCT), this study developed an empirical model to explore how achievement motivation and occupational aspiration mediate the relationship between general self-efficacy and employability. A survey was conducted with 454 undergraduates from five regional universities with industrial features in mainland China. The results showed that (1) there was a significant positive correlation between the four variables of general self-efficacy, achievement motivation, occupational aspiration and undergraduates’ employability; (2) general self-efficacy had a significant positive effect on undergraduates’ employability; and (3) general self-efficacy could affect undergraduates’ employability through three indirect paths, namely, the independent mediation of achievement motivation, occupational aspiration and the chain mediation of achievement motivation and occupational aspiration. This study provides insights into how self-efficacy enhances employability, suggesting that educational interventions focusing on boosting students’ self-efficacy and fostering achievement motivation and occupational aspiration are effective strategies for improving employability. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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30 pages, 1155 KiB

Open AccessArticle

The Synergy of School Climate, Motivation, and Academic Emotions: A Predictive Model for Learning Strategies and Reading Comprehension

by Panagiota Dimitropoulou, Diamanto Filippatou, Stamatia Gkoutzourela, Anthi Griva, Iouliani Pachiti and Michalis Michaelides

Behav. Sci. 2025, 15(4), 503; https://doi.org/10.3390/bs15040503 - 9 Apr 2025

Viewed by 1272

Abstract

This study examines the relationship between school climate, motivation, and academic emotions in shaping learning outcomes, with a focus on reading comprehension. Based on the control–value theory of academic emotions and self-determination theory, it explores how students’ perceptions of a caring school community and a positive learning climate influence their emotions, motivation, learning strategies, and reading performance. A total of 296 fifth- and sixth-grade students completed self-report measures assessing these factors. For the collection of the data, the participants completed the following scales: Motivation for Reading Questionnaire—MRQ, Achievement Emotions Questionnaire Pre-Adolescents (AEQ-PA), Learning Climate Questionnaire (LCQ), School as a Caring Community Profile-II-(SCCP-II), learning strategies questionnaire, and reading comprehension. The correlation and path analysis results revealed that students who viewed their school as supportive experienced more positive academic emotions and fewer negative ones. Positive emotions were linked to higher intrinsic and extrinsic reading motivation, while negative emotions correlated with lower motivation and disengagement. Intrinsic motivation significantly predicted deep learning strategies and improved reading comprehension, whereas the absence of learning strategies negatively impacted performance. These findings underscore the role of a supportive school environment in fostering motivation and emotional engagement. The educational implications of this study highlight the need for teaching practices that cultivate positive emotions, intrinsic motivation, and effective learning strategies to enhance reading comprehension and overall academic success. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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20 pages, 444 KiB

Open AccessArticle

Disappearing Integrative Motivation: A Validated Scale of Motivation for Learners of Southeast Asian Languages

by Xiaobin Ren and Lin Wang

Behav. Sci. 2025, 15(4), 464; https://doi.org/10.3390/bs15040464 - 3 Apr 2025

Viewed by 340

Abstract

This study aimed to develop and validate a motivation scale specifically designed for university students enrolled in Southeast Asian language programs. Utilizing a thematic analysis of interviews with 28 students, five key motivational dimensions were identified: institutional environment, proficiency demand, self-development planning, social responsibilities, and intrinsic interest. These dimensions informed the construction of an initial scale, which was empirically tested and refined through two rounds of validation. The final 19-item scale covers four core dimensions, excluding intrinsic interest, reflecting the dominance of instrumental motivations in this context. Results highlighted the practical and goal-oriented nature of these motivations, differing from the integrative motivations observed in learners of global languages like English. This study fills a research gap by offering a validated tool for assessing language learning motivation in smaller, regionally significant language programs and provides insights into the unique motivational factors driving these learners. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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16 pages, 636 KiB

Open AccessArticle

Empowering Students with Learning Disabilities: Examining Serious Digital Games’ Potential for Performance and Motivation in Math Education

by Georgios Polydoros and Alexandros-Stamatios Antoniou

Behav. Sci. 2025, 15(3), 282; https://doi.org/10.3390/bs15030282 - 27 Feb 2025

Viewed by 791

Abstract

This research investigates the impact of digital math serious educational games (SEGs) on enhancing math skills and motivation, specifically focusing on first-degree equations for students with learning difficulties. A comparative study was conducted among two groups of students with learning disabilities. One group engaged with the digital math serious educational game “Battleship”, while the other received traditional curriculum-based instruction. The study’s dual objectives were to assess the effectiveness of digital math SEGs in improving mathematical performance and to evaluate motivation levels. Additionally, gender differences in performance and motivation were examined to understand how SEGs impact boys and girls differently. Employing an empirical approach, a test comprising standard exercises on first-degree equations, typically encountered in seventh grade, was administered. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to measure motivation. The research sample consisted of 104 seventh-grade students with learning disabilities, aged 12–13 years, from four public schools in the northern sector of Attica, Greece. The sample was evenly divided into two groups of 52 students each. Data were analyzed using SPSS and Excel. Results indicated that students who engaged with the digital math SEG demonstrated significantly improved math performance compared to their peers who used the standard curriculum book. Interestingly, the control group, which used the standard curriculum book, reported higher levels of motivation, underscoring the complex interplay of motivational factors among students with learning disabilities. Furthermore, the analysis by gender revealed that both boys and girls benefited from SEGs in terms of performance. However, motivation levels were only slightly affected by gender, highlighting the potential of SEGs to support diverse learners. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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18 pages, 343 KiB

Open AccessArticle

Social Understanding and Friendships in Children with Attention Deficit/Hyperactivity Disorder or Dyslexia

by Sofia Kouvava, Katerina Antonopoulou, Constantinos M. Kokkinos and Asimina M. Ralli

Behav. Sci. 2025, 15(2), 216; https://doi.org/10.3390/bs15020216 - 15 Feb 2025

Viewed by 1116

Abstract

Social understanding relies upon children’s experience of the world and their communicative interaction with others. Opportunities to engage in cooperative social interaction, such as friendships, can foster the development of social understanding. Children with attention deficit/hyperactivity disorder (ADHD) and dyslexia often have friendships of poorer quality. The present study examined relationships and differences in social understanding and friendship quality in children with ADHD or dyslexia, in comparison to neurotypically developing children (NTD). Participants were 192 primary-school students (M_age = 9.77, SD = 1.21) from Attica, Greece. Social understanding was measured with second-order and advanced theory of mind (ToM) tasks, and the Bryant’s Index of Empathy for Children and Adolescents, while friendships were examined with the Friendship Quality Questionnaire. Children with ADHD scored significantly lower across all positive characteristics of friendship quality, empathy and advanced ToM than those with dyslexia, who in turn scored significantly lower than NTD children. Moreover, children with ADHD performed significantly worse in the second-order ToM tasks compared to children with NTD or dyslexia, while NTD children scored significantly lower in the friendship conflict betrayal subscale compared to both ADHD and dyslexia groups. Multiple regression analyses controlling for learning disability status, gender, and age showed that ToM and perceived empathy predict friendship quality characteristics in all groups of children. Our findings contribute to a better understanding of children’s friendship relationships and give insight to parents and professionals involved in children’s education, provision, and mental health care. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

26 pages, 2632 KiB

Open AccessArticle

Academic Possible Selves, Motivational Beliefs, and Self-Regulation Among Adolescents Attending General and Vocational Schools: Does the Type of School Matter?

by Evropi Efthymiadou, Eleftheria N. Gonida and Grigoris Kiosseoglou

Behav. Sci. 2025, 15(2), 158; https://doi.org/10.3390/bs15020158 - 1 Feb 2025

Viewed by 1250

Abstract

Academic possible selves (PSs) are defined as future self-representations about education and academic outcomes, recognized for their motivational power, especially in challenging situations. This study aimed to (i) explore the salience of academic PSs among senior high school students, considering sociodemographic factors; (ii) investigate the relationships among perceived contextual factors, PS constructs, difficulty mindsets, and academic outcomes; and (iii) examine differences between general and vocational school students across these variables and their relationships. A sample of 598 10th graders (i) reported their two most important hoped-for and feared PSs as well as their strategies to achieve/avoid them and (ii) completed scales measuring demographics, perceptions about parents’ and teachers’ beliefs, perceived efficacy for attaining PSs, perception of school as a path, difficulty mindsets about academic tasks, academic self-regulation, and achievement. The results indicated that academic PSs were salient among adolescents’ hoped-for PSs, with general school students reporting academic PSs more frequently and showing more positive motivational beliefs. Path analysis indicated the role of the study variables in academic self-regulation and achievement, with school type moderating these effects. The findings emphasize the importance of supporting students’ academic PSs and tailoring context-based interventions to foster academic outcomes in diverse school settings. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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19 pages, 350 KiB

Open AccessArticle

Fostering Elementary School Students’ Self-Regulation Skills in Reading Comprehension: Effects on Text Comprehension, Strategy Use, and Self-Efficacy

by Irini Dermitzaki

Behav. Sci. 2025, 15(2), 101; https://doi.org/10.3390/bs15020101 - 21 Jan 2025

Cited by 1 | Viewed by 1101

Abstract

It has been maintained that active strategic reading is beneficial for students’ reading comprehension (RC) and has cognitive, motivational, and behavioral benefits for students. The aim of the present study was to implement and evaluate the effectiveness of a self-regulation skills training program with a focus on RC for elementary school students. One hundred and nine students (60 girls) from 5th and 6th grade were randomly assigned to an experimental (EG) and a control group (CG). The EG (n = 54) took an intervention program aiming at fostering students’ cognitive and metacognitive strategies to control and regulate the RC process. Before and after the intervention, students’ performance in RC, reported use of strategies for RC, and self-efficacy regarding RC were assessed. The analyses of the data showed that, after the intervention, the EG’s reported strategy use and RC performance were significantly improved in comparison to the CG. Students’ self-efficacy regarding RC did not improve significantly in either group, indicating that in order to increase self-efficacy for RC longer-term interventions might be needed. A follow-up three months after the intervention attested to the maintenance of the core elements of the training program. The findings of the study are discussed within the socio-cognitive approach of self-regulated learning. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

24 pages, 693 KiB

Open AccessArticle

Unpacking the Impact of Writing Feedback Perception on Self-Regulated Writing Ability: The Role of Writing Self-Efficacy and Self-Regulated Learning Strategies

by Soonhee Hwang

Behav. Sci. 2025, 15(2), 100; https://doi.org/10.3390/bs15020100 - 21 Jan 2025

Viewed by 1894

Abstract

Writing is a goal-oriented cognitive activity that requires metacognition and is essential for learners across all academic levels. However, many students struggle with writing skills, which can negatively affect their academic success and future opportunities. This study aimed to analyze factors influencing undergraduates’ writing achievement and to explore the relationships among writing feedback perception, writing self-efficacy, self-regulated learning strategies, and self-regulated writing ability. The study was conducted in two parts: Phase 1 examined the factors affecting the writing achievement of 196 undergraduates, while Phase 2 explored the mediating role of writing self-efficacy and self-regulated learning strategies in the relationship between the writing feedback perception and self-regulated writing ability of 306 undergraduates in Korea. Data were analyzed using Pearson’s correlation, regression, and multiple mediation analyses. Findings from Phase 1 showed that self-regulated learning strategies and self-regulated writing ability predicted writing achievement, while writing feedback perception and writing self-efficacy did not. In Phase 2, three key results emerged. First, writing feedback perception was a significant predictor of writing self-efficacy and self-regulated learning strategies. Second, writing feedback perception, writing self-efficacy, and self-regulated learning strategies significantly predicted self-regulated writing ability. Third, writing self-efficacy and self-regulated learning strategies mediated the relationship between writing feedback perception and self-regulated writing ability. The findings contribute to a deeper understanding of the mechanisms underlying undergraduates’ writing achievement by emphasizing the indirect effects of writing feedback perception through writing self-efficacy and self-regulated learning strategies. The results underscore the role of fostering writing self-efficacy and equipping learners with effective self-regulated learning strategies to enhance writing skills. Additionally, the study highlights the value of well-designed writing feedback as a foundational element for cultivating students’ confidence and autonomy in their writing practices. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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22 pages, 2447 KiB

Open AccessArticle

Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels

by Eve Kikas, Ita Puusepp, Mikk Granström and Kaja Mädamürk

Behav. Sci. 2024, 14(10), 889; https://doi.org/10.3390/bs14100889 - 1 Oct 2024

Cited by 3 | Viewed by 2596

Abstract

Students’ motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use certain learning strategies depend on students’ individual characteristics (prior knowledge) and the context (classroom practices). The aims of the present study were (1) to examine differences between middle and high school students’ perceptions of the effectiveness of specific learning strategies and motivation to use effective strategies and (2) to explore relations between motivation, learning strategies, and grades in these two subgroups. The participants were 6287 middle school students (aged 13–16) and 5476 high school students (aged 17–20 years). The students completed an electronic questionnaire during school hours. Their perceptions of the effectiveness of specific learning strategies in certain learning scenarios and motivational beliefs (self-efficacy, utility, and cost) concerning the use of effective strategies were assessed with rating scales; additionally, students’ self-reported math and history grades were used. A network analysis was used to examine the relations between constructs. The results show small between-group differences in accordance with the theoretical expectations. The findings are discussed in relation to school level and educational context. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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