This study investigates the reciprocal effects of motivation and learning strategies. Specifically, we explore the dynamic interplay between intrinsic and extrinsic motivation and four primary learning strategies: rehearsal, elaboration, organizational, and metacognitive. We utilized a longitudinal design and applied autoregressive cross-lagged modeling to examine the reciprocal relationship between motivation and learning strategies over time. Responses from the 7th to the 9th waves of the Gyeonggi Education Panel Study, which was approved by the Gyeonggi Institute of Education in South Korea, were used for the analysis. Respondents participated in the survey for three years, starting from the first to the third year of high school. Our results indicate that prior learning strategies significantly predicted subsequent learning strategies, and both intrinsic and extrinsic motivation significantly predicted subsequent motivation levels. Furthermore, the impact of learning strategies on motivation varied depending on the specific strategy employed. These findings contribute to a comprehensive understanding of the dynamic relationship between motivation and learning strategies, offering valuable insights for educational practitioners to develop interventions and instructional approaches that foster meaningful learning experiences. 

Keywords : Autoregressive cross-lagged modeling, Learning motivation, Learning strategy, Longitudinal study