Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
2013/01/01 by Christopher A. Wolters, Maria B. Benzon · 295 citations
Medicine · Psychology · #Cognition #Developmental psychology #Education, Achievement, and Giftedness #Function (biology) #Goal orientation #Goal theory #Innovative Teaching and Learning Methods #Intrinsic motivation #Medicine #Metacognition #Perfectionism, Procrastination, Anxiety Studies #Population #Procrastination #Psychology #Self-regulated learning #Social psychology
paper · doi:10.1080/00220973.2012.699901
published in The Journal of Experimental Education 81(2), 199-221 (Taylor & Francis)
openalex publication_date 2013/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Abstract
College students (N = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation through three related findings. One, results indicate that the instrument evaluated in the study provides a reliable and valid method for assessing six motivational regulation strategies in a college population. Two, analyses revealed differences in the extent that students reported using the regulation of motivation strategies, while also showing them to be related to other aspects of self-regulated learning in a theoretically consistent way. Last, findings from a series of multiple regressions indicate that students’ engagement in motivational regulation is a function of their existing motivational beliefs and attitudes.
Citations
Cited by
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