The relation between high school students' motivational regulation and their use of learning strategies,effort, and classroom performance |
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| Institution: | 1. Boston College, Chestnut Hill, MA, United States;2. University of Waterloo, Waterloo, ON, Canada;3. The Ohio State University, Columbus, OH, United States;1. Kyushu University, Faculty of Human-Environment Studies, 744 Motooka, Nishi-ku, Fukuoka-shi, Fukuoka, Japan;2. Kyoto University of Foreign Studies, Faculty of Foreign Studies, Japan;1. Department of Educational Science, University of Salzburg, Austria;2. Department of Psychology, University of Salzbur, Austria;3. Department of Psychology, University of Augsburg, Germany |
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| Abstract: | This study investigates the relation between students' tendency to self-regulate their level of motivation and other aspects of their self-regulated learning and achievement. Ninth- and tenth-grade students (N = 88) responded to survey items designed to assess five motivational regulation strategies identified in previous research. An exploratory factor analyses of these items revealed distinct, internally consistent scales reflecting the strategies of Self-Consequating, Environmental Control, Performance Self-Talk, Mastery Self-Talk, and Interest Enhancement. Self-report measures of effort, use of six cognitive and metacognitive learning strategies, and teacher-reported grades were also collected. Findings revealed mean level differences in students' reported use of the motivational strategies. In addition, results from a series of multivariate regressions indicated that students' use of motivational regulation strategies could be used to predict their use of learning strategies, effort, and classroom performance. As a whole, findings support the belief that motivational self-regulation should be integrated more completely into current models of volition and self-regulated learning. |
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