Motivation to Learning: Toward Achievement

Abstract

This paper resumes research about failure and loss at university. Massification, failure and abandonment rates, psychological and methodological issues are challenges that students and teachers face daily. We took over the disciplinary action by questioning motivational psychology, academic educational, and methodological accompaniment contributions. Expressly, enhancing postgraduate student motivation via aware methodological training to self-regulate, cope, control, and persevere had concrete results. The sociocognitive motivation theoretical model’s choice proved suitable for improving students’ motivation, enhancing their learning strategies, and resolving their difficulties. The following resume results from answering the problems on which problems are due to the low studies motivation? To 2—Can methodological accompaniment for conscious training on metacognitive, managing, motivational, coping, control, and perseverance strategies modify students’ motivation and mitigate their learning strategies? The experiment (conscious training at learning strategies) indicates that a part of this student’s difficulties links to their learning motivation. Furthermore, the methodological accompaniment program proved a productive tool for enhancing students’ motivation through metacognitive strategies.