Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement

Abstract

This study examines the possible roles of mastery motivation and executive functions on academic achievement. Grade one children were selected using stratified random sampling. Teachers completed school versions of the Dimensions of Mastery Questionnaire (DMQ 18) and the Childhood Executive Functioning Inventory (CHEXI) to assess mastery motivation and executive functions, respectively. Standardized tests were used to assess academic achievement in Math, English and Kiswahili. The results indicated that mastery motivation, specifically cognitive persistence and mastery pleasure sub-scales, influence academic achievement directly and indirectly through executive functions. Furthermore, significant differences were found ranging from moderate to large effect sizes between those learners with high mastery motivation and low executive function difficulties and those with low mastery motivation and high executive function difficulties in academic achievement. Focusing on subject-specific curricular intervention alone is insufficient to enhance academic achievement and school success. Since mastery motivation and executive functions are malleable throughout life, intervention strategies to enhance them can improve approaches to learning, academic achievement and life success.