Increasing the Quality of Learning Through Changes in Motivation

This study tested a procedure to enhance the quality of learning, by changing learning motivation through cognitive restructuring. The study's theoretical framework - Students' approaches to learning theory (SAL) - states a significant relation between motivation, learning strategy and the quality of learning. Studies shows that students with a deep approach to learning (i.e. intrinsic motivation and deep learning strategies) tend to have a higher quality of learning, as measured by the SOLO taxonomy (Biggs & Collins, 1982). This study results demonstrate that the quality of the learning product increased with the intervention on motivation, supporting the SAL perspective and the efficacy of cognitive restructuring on changing academic motivation.