Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
2013/01/01 by Christopher A. Wolters, Maria B. Benzon · 28 citations
Psychology · #Perfectionism, Procrastination, Anxiety Studies #Innovative Teaching and Learning Methods #Education, Achievement, and Giftedness
paper · doi:10.1080/00220973.2012.699901
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
- Interwoven systems: Towards an integrative framework of students’ motivational and emotional self-regulation
- A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
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- Teacher, peer, or AI? Comparing effects of feedback sources in higher education
- Metamotivational Processes in Self-regulated Learning: Exploring the Implications for Research, Theory, and Educational Practice
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- The Importance of Motivation Regulation: Achieving Success Through Academic Delay of Gratification
- Supporting groups’ emotion and motivation regulation during collaborative learning
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- Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers’ Perspectives
- Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis
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