The objective of this study was to examine the relationship between a student’s motivational strategies and academic achievement. It was framed by the following research questions: (1) Is there a relationship between students’ demographic characteristics (age, gender, subject area, previous grade in the subject, and reason for taking the online course) and academic achievement (as measured by final course grade and score on Standards of Learning exam)? (2) Do students’ initial self-reported goal orientation, self-efficacy for learning, learning strategies, and attribution survey responses predict academic achievement (as measured by final course grade and score on Standards of Learning exam)? (3) Is there a significant difference between student’s self-reported pre-course measures of goal orientation, self-efficacy for learning, learning strategies, and attribution and student’s self-reported post-course measures (as reported upon completion of their online course)? (4) Is there a significant difference between student’s self-reported pre-course measures of goal orientation, self-efficacy for learning, learning strategies, and attribution and student’s self-reported post-course measures and are these differences associated with the student’s level of academic achievement?

Participants were high school students participating in online courses provided by The Online Academy during a summer time frame. The Motivated Strategies for Learning Questionnaire (MSLQ) was the primary instrument used in this study. Academic achievement was measured by final course grade and the score on the Virginia Standards of Learning (SOL) exam.

This study utilized a pre-test/post-test format. Multivariable regression analyses were conducted to answer the first two research questions. A series of paired t-tests were conducted to answer the last two questions.

Analysis shows that age, grade in school, and previous grade in subject area were useful predictors of final course grade and SOL exam score. Intrinsic goal orientation and self-efficacy for learning were useful predictors of final course grade. Internal attribution, critical thinking, self-efficacy for learning and performance, extrinsic goal orientation, time and study environment and elaboration were useful predictors of SOL score. The only motivational strategy measure that changed significantly was effort regulation. The levels of change in measures were consistent among high and mid level achieving students.