A Study On The Relationships Among Learning Strategies And Motivation And Learning Achievement—a Structural Equation Modeling Approach

Lots of researchers studied the relationship among learning strategies, motivation and learning achievement. However, most of the studies only analyzed the liner relationship by using correlation analysis and regression analysis. And all the findings show that these factors are closely related,but do not point out what the relationship is. Therefore, this study is designed to investigate deeply the relationship among learning strategies, motivation and learning achievement and to build a structure equation model on this basis, with questionnaire as the instrument. A pilot study is first conducted to test the validity and reliability of the instruments.In the pilot study, exploratory factor analysis and confirmatory factor analysis were conducted to examine the construct validity of each scale of the questionnaires. Based on the results and the reliability of the revised scales, modification was made accordingly. The subsequent analyses involved Pearson Correlations that aimed at finding which factors significantly correlated with other factors. Then those reasonable correlated variables were selected and classified. Furthermore, regression analysis is used to confirm the mediator effect of motivation and learning strategies. At last, the final chosen variables would be prepared for the structure equation model testing in the next phase. Simultaneously, the final structure equation model would be formed.Major findings of the present study are:(1) There is direct impact of learning strategies on motivation;(2) There is direct impact of learning strategies on learning achievement;(3) There is direct impact of motivation on learning achievement;(4) There is indirect impact of learning strategies on learning achievement via motivation; and indirect impact of motivation on learning achievement through learning strategies.The findings demonstrated in the final model of the predictive degree and direct power of those factors and the causal relationships among those factors, extending evidence and indicating a direction to the fostering of Chinese college students’learning.