Understanding self-regulated learning through the lens of motivation: Motivational regulation strategies vary with students' motives

D.I. Ilishkina*, A. de Bruin, A.I. Podolskiy, M.I. Volk, J.J.G. van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Successful learners should self-regulate their motivation to learn. Although 8 motivational regulation strategies (MRSs) have been described, their relations with student motivation remain underexplored. To analyze this relationship, we conducted a correlational study grounded in Wolters' theory of MRSs and Ivannikov's adaptation of Leont'ev's activity theory. We considered four different motivational elements: motives-to-learn, mood, perceptions-of-instrumentality, and general self-efficacy. We found that two groups of MRSs could be distinguished by their relation to extrinsic and intrinsic motives. Three intrinsic-MRSs target interest, personal significance, and mastery orientation; four extrinsic-MRSs target performance-approach/performance-avoidance orientation, goal-setting, self-consequating, and environmental control. By making students aware of their own motives to learn (intrinsic vs extrinsic), we might help them choose more appropriate MRSs.
Original languageEnglish
Article number101956
Number of pages14
JournalInternational Journal of Educational Research
Volume113
DOIs
Publication statusPublished - 2022

Keywords

  • Motivational regulation strategies
  • Intrinsic motives
  • Extrinsic motives
  • Instrumentality
  • Self-efficacy
  • INTRINSIC MOTIVATION
  • EFFICACY
  • ENGAGEMENT
  • PATHWAYS
  • EMOTIONS
  • FEATURES
  • SCALE
  • LIFE

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