Learning strategies predict mathematics achievement through motivation and engagement

This study examined the direct and indirect links between learning strategies and mathematics achievement via the mediating roles of motivation and engagement. The study was conducted with 444 middle school and high school students. Hierarchical regression results indicated potential mediating roles of motivation and engagement in the relationship between learning strategies and mathematics achievement. Subsequent mediation analysis showed that learning strategies had a significant positive total effect on mathematics achievement, whereas their direct effect became non-significant when motivation and engagement were included in the model. Both motivation and engagement positively predicted mathematics achievement. The specific indirect effects of learning strategies on mathematics achievement through motivation and through engagement were significant, as was the serial indirect effect through motivation and engagement. Moreover, the indirect effect through motivation was significantly greater than both the indirect effect through engagement and the serial indirect effect. Thus, all three hypothesized indirect effects were supported. The study contributes to the literature by providing an integrated model that helps explain how learning strategies are associated with mathematics achievement. Teachers, teacher educators, and policymakers can use these findings to develop educational practices that support students’ learning strategies, motivation, and engagement to promote mathematics achievement.