Understanding self-regulated learning through the lens of motivation: Motivational regulation strategies vary with students' motives. (2022)

• Record Type: Journal Article
• Authors: Ilishkina, Daria I.; de Bruin, Anique; Podolskiy, Andrey I.; Volk, Marina I.; van Merriënboer, Jeroen J.G.
• Is Part Of: International journal of educational research. Volume 113(2022)
• Publication Date: 2022
• Subjects: Motivational regulation strategies -- Intrinsic motives -- Extrinsic motives -- Instrumentality -- Self-efficacy; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2022.101956
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Intrinsic & extrinsic motives differ relative to other motivational elements Mood, self-efficacy, instrumentality have higher relations with intrinsic motives Groups of MRSs correlate with either intrinsic or extrinsic motives to learn Intrinsic-MRSs target interest, personal significance, and mastery orientation Extrinsic-MRSs target performance, goal-setting, self-consequating, environment 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.