The motive-strategy congruence model revisited

Abstract

This paper, based on research with 1266 Australian secondary school students, provides support for two propositions central to Biggs' (1985, 1987) notion of motive-strategy congruence. Evidence was found that students tended to utilize learning strategies congruent with their motivation for learning and that congruent motive-strategy combinations are associated with higher average school grades than noncongruent combinations. © 1992.