Motivation was and will continue to be a very important variable for the academic achievement. Martin (2009) considers that we can characterize motivation in terms of four dimensions – adaptive cognition (self-efficacy, valuing, mastery orientation), adaptive behavior (task management, planning, persistence), maladaptive cognition (anxiety, failure avoidance, uncertain control) and maladaptive behavior (self-handicapping, disengagement) – which have been synthesized under the “motivation and engagement wheel”. Knowing the “motivational profile” of the student (cognitive and metacognitive strategies used, expectancy for success, need for achievement, management of resources etc.) allow to provide strategies that target each of these dimensions. Information about intellectual development level, cognitive style, motivational and cognitive strategies used for an efficient learning, give to the teacher the possibility of selection those educational activities, teaching and assessment methods which can valorize the potential of the student (Pintrich, 1991).         

The purpose of this pilot study was “to surprise certain motivational and cognitive variables with impact on the academic achievement of the student”. The objectives of the study were: (1) to identify cognitive styles (the way to process information) and learning situations preferred by the students; (2) to identify motivational and cognitive strategies preferred by the students in accordance with their intellectual development stage.

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