The dynamic interplay of student motivation and cognition in the College of Education students at Kuwait University

Eissa M. Alansari1
1College of Education, Kuwait University, Kuwait
Cite this article:  Alansari, E. M. (2005). The dynamic interplay of student motivation and cognition in the College of Education students at Kuwait University. Social Behavior and Personality: An international journal, 33, 341-350.

Volume 33 Issue 4 | e1402 | Published: June 2005 | DOI: https://doi.org/10.2224/sbp.2005.33.4.341

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An everlasting controversial issue in is the problem of teaching students to become initiative-motivated and self-regulating learners. The focus in this study was on the interactive relationships between students’ motivation and cognition in the College of Education students at Kuwait University – more specifically, the relationships between students’ motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students’ motivation, cognition, and achievement in different College of Education students are also presented.

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