Predicting conceptual understanding with cognitive and motivational variables

The relationship between prior knowledge, learning strategy use, interest, learning goals, and conceptual understanding was examined, Seventy-two 5th-grade students from 3 science classrooms were the participants. Students completed a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts and a self-report measure of learning goals, interest, and strategy use. Study variables were positively related to each other and to conceptual understanding. After controlling for prior knowledge, learning goals and interest explained a significant portion of variance in strategy use. The mutual support of those processes in knowledge acquisition is discussed.