| The purpose of this study was to examine the interrelationship among motivational processes, personality factors, the use of learning strategies, and scholastic aptitude towards academic achievement as measured by grade point average.; Through self-report, one hundred and eighty six undergraduate college students from a large, Northeastern university completed a questionnaire that was comprised of subscales from standardized instruments. In addition, participants were asked to disclose their grade point average, SAT score, gender, and age. Through correlations and multiple regression analyses the following variables were considered with GPA: intrinsic motivation, extrinsic motivation, amotivation, self-efficacy for learning and performance, Type T Personality, extraversion, openness to experience, conscientiousness, metacognitive self-regulation, effort regulation, and scholastic aptitude as measured by SAT score.; Individually, most of the variables correlated significantly with GPA. However, when correlated together with SAT as the controlling variable, Type T Personality and openness to experience were the only predictors of academic achievement.; Educators could apply these findings to design project-oriented pedagogical processes that pique these personality factors in students. Additional implications derived from the correlations encourage students to have a sense of personal ownership and satisfaction towards their subject matter to earn high grades. |
