Δείκτης νοημοσύνης, κίνητρα, στρατηγικές μάθησης και σχολικές επιδόσεις μαθητών Γυμνασίου

Abstract

The co-examination of the intelligence quotient, the motivational beliefs and the learning strategies of the students, act as a useful source of information and feedback, both for them and for the educational society. The purpose of the present study is the examination of the correlation between the above-mentioned factors, as well as the clarification on the way these factors affect the school performance of the pupils. In order to achieve this, a quantitative research on 216 pupils of secondary school has been conducted, where a questionnaire of Motivated Strategies for Learning (MSLQ) and a test of Raven’s Progressive Matrices have been distributed.

The results in general show that students who achieve better grades, tend to have higher motivational beliefs and use learning strategies in greater extend, than the students with low grades. Moreover, the stress seems to affect mainly the performance in Mathematics.  As far as the effect of intelligent quotient (Iq) in school performance is concerned, the studies show that, charismatic students tend to achieve higher grades than students with lower IQ. Students with lower grades seem to arrange and format their school performance by this factor. Further research need to be done, in order for the above results to be generalized.