STUDENTS’ MOTIVATION TO LEARN, ACADEMIC ACHIEVEMENT, AND ACADEMIC ADVISING: A META-ANALYSIS

Abstract

Investigating students’ motivation to learn especially among those with learning difficulties is crucial particularly in tertiary academic setting. Universities need to retain their students and reduce attrition. Keeping the students true to their academic calling can be daunting as they come from various backgrounds (e.g. academic, language, family and culture). These diverse and unique sets of challenges can pull the students off course as they may have difficulties adapting, adjusting and coping with new learning and social environments. Recognising these challenges may help universities to identify what affects students’ academic achievement. As a form of student development support, universities’ academics are assigned as academic advisors. The main roles of these academic advisors are to provide students with academic advice, assist in making goals, provide guidance and help them to achieve academically. Nevertheless, not much is known on how academic advising can be the important link that helps students to be motivated to learn, stay focused and achieve better throughout their tertiary years. Hence, this study aims to identify students’ motivation to learn, their coping strategies and their use of academic advising as their support during their years in the university. After a qualitative analysis, there are three critical areas of learning associated with the importance of academic advising identified. They are (1) motivation levels; (2) learning difficulties and (4) academic achievement