THE EFFECT OF MOTIVATION TRAINING ON APPROACHES TO LEARNING AND SELF-CONCEPT

Abstract

The effects of a motivation training programme on the approaches to studying and the self‐concepts of a sample of secondary school female students was investigated. The Learning Process Questionnaire (LPQ, Biggs, 1987) was used to assess changes in three basic approaches to learning (Surface, Deep and Achieving). Each approach consists of two dimensions (a strategy and a motive). Changes in seven dimensions of self‐concept were measured by the self‐concept questionnaire About Myself (AM, Hattie, 1992). The study also investigated the patterns of response to motivation training of students of different levels of academic performance. 1995 The British Psychological Society