Motivation toward Biology and Geology in Secondary School: impact of learning strategies, goals, and academic expectations

Abstract

INTRODUCTION. The aim of this study was to analyze how learning strategies, goals and academic expectations influence motivation towards Biology and Geology in 3rd ESO students, as well as to adapt and validate the SMQ-II to measure such motivation. METHOD. The sample consisted of 177 students from seven high schools in Spain. The study used questionnaires to assess motivation, learning strategies, academic goals, and academic expectations. Confirmatory factor analysis (CFA), descriptive, mean difference, and binary logistic regression analyses were performed. RESULTS. The SMQ-II is a valid and reliable instrument for measuring motivation towards Biology and Geology, exhibiting high reliability at the subscale level. The results demonstrated that highly motivated students employed more effective learning strategies and held more positive academic expectations, whereas less motivated students exhibited more negative expectations and utilized less effective strategies. Regression analysis indicated that learning strategies, particularly organization, and positive academic expectations significantly predicted subject motivation. Additionally, academic goals and emotional frustration management also influenced motivation. DISCUSSION. It can be concluded that, to enhance students' motivation towards Biology and Geology, it is essential to exert a positive influence on their motivation.