Main Article Content
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.