The dynamic interplay of student motivation and cognition in the College of Education students at Kuwait University

An everlasting controversial issue in is the problem of teaching students to become initiative-motivated and self-regulating learners. The focus in this study was on the interactive relationships between students’ motivation and cognition in the College of Education students at Kuwait University – more specifically, the relationships between students’ motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students’ motivation, cognition, and achievement in different College of Education students are also presented.