A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983;Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983;Corno, 1986;Zimmerman & Pons, 1986. Students' management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable students who persist at a difficult task or block out distractors (i.e., noisy classmates) maintain their cognitive engagement in the task, enabling them to perform better (Corno, 1986;Corno & Rohrkemper, 1985). A third important aspect of self-regulated learning that some researchers have included in their conceptualization is the actual cognitive strategies that students use to learn, remember, and understand the material (Corno & Mandinach, 1983;Zimmerman & Pons, 1986. Different cognitive strategies such as rehearsal, elaboration, and organizational strategies have been found to foster active cognitive engagement in learning and result in higher levels of achievement (Weinstein & Mayer, An earlier version of this article was presented at the American Educational Research Association convention, New Orleans, April 1988. Data collection and preparation of this article was made possible by a Spencer Fellowship from the National Academy of Education awarded to Paul R. Pintrich. The opinions expressed in this article are the authors' and do not reflect the positions or policies of the Spencer Foundation or the National Academy of Education. We express our thanks to Richard S. Newman and the reviewers for helpful comments on an earlier version of this article.Correspondence concerning this article should be addressed to Paul R. Pintrich, School of E...

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Interviewing as an approach to studying phenomena related to self-regulated learning is the focus of this article. Three studies are presented that illustrate different interviewing approaches (unstructured, in-depth; structured; and semistructured) used to explore students' and teachers' perceptions of their experiences of learning and schooling. Examples of findings regarding components of self-regulated learning and the role of school contextual factors as facilitators and constraints on self-regulated learning are provided. Findings from these 3 studies suggest the power of interviewing for gaining a better understanding of factors related to self-regulated learning. Advantages and challenges of using each interview approach as well as future directions in research where interviewing may be a valuable approach to inquiry are discussed.Informant: I found out that the teaching was a lot better here [new school] than over there. They dedicate more time to the student than the whole class. Like, History at the high school, I would be put at the level that the majority of the class was at for which here, I am given a pre-test and start from my level and work up which is a lot easier. … I have more control over my education and how I want to learn.Interviewer: What makes that important? Informant: For example, I had, it was an English class [at old high school], and I couldn't handle the work at all. It was nothing I was used to, nothing I had done before in an English class. I didn't like doing it, so I didn't do it. I didn't know how to do it, so I didn't do it. And instead of making a fool out of myself by asking questions that would seem stupid to other students and would seem like good questions to me, I'd just as soon not ask it and sit on my duff and not do nothing. I was protecting my social life and hurting my educational needs.The purpose of this special issue is to highlight the use of qualitative techniques to enhance our understanding of self-regulated learning. Because learning through interviewing is the focus of this article, I thought it appropriate to begin with an excerpt from a lengthy interview in which a former dropout described his schooling experiences and his progress toward becoming a successful student and a more self-regulating learner. The contrast between his description of his functioning in the English class in his former high school and his perceptions of himself in his new school is striking. Elements of cognition, motivation, and goal-directed behavior emerged as critical in his self-appraisal, components that appear often in current models of self-regulated learning. Further, his description points to the importance of context as a facilitator of self-regulation. The student felt instructional practices in his new environment afforded him more opportunities to exercise choice and control, "hallmarks of self-regulation" (Schunk & Ertmer, 2000, p. 632).To date, self-report questionnaires have been a primary method used for inquiring into issues of motivation and self-regulated le...

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Paul Pintrich's many contributions to educational psychology are discussed. This article describes Paul's academic career at the University of Michigan and discusses Paul's contributions to the understanding of students' achievement goal orientations, self-regulated learning, epistemological beliefs, and conceptual change and Paul's work on developing measures of motivation and self-regulation. These areas are the topics of the articles in this special issue. The authors note several important themes in Paul's work: its integrative nature, conceptual clarity, empirical focus, and emphasis on collaboration with scholars around the world. Overviews for the 6 articles in the special issue are provided.Paul Robert Pintrich made seminal and lasting contributions to the field of educational psychology through his research and theorizing on topics such as children's and adults'motivation, regulation of achievement behavior, epistemological beliefs, and conceptual change, among other things. He made important theoretical connections among these different areas that have too often been studied separately in the field. Along with his own theoretical and empirical contributions Paul mentored a group of students at Michigan who themselves now are making strong contributions to the educational psychology field. He also interacted and collaborated with scholars across the country and worldwide, and made particularly strong connections to the educational psychology community of scholars in Europe. In these and other ways he clearly was one of the leading scholars of his generation. His legacy will endure because of both the strength of his own contributions and the continuing contributions of his former students and collaborators.In this special issue we invited authors to discuss Paul's contributions to educational psychology. In this relatively small collection we cannot hope to capture all of his contributions, and so we focused on the areas of research where we think his most important contributions lie: motivation (particularly achievement goal theory), self-regulation, epistemological beliefs, conceptual change, and development of measures to assess self-regulation and motivation (with a specific focus on the Motivated Strategies for Learning Questionnaire, or MSLQ). We chose authors who themselves are making fundamental contributions to the particular area they wrote about and who also had strong connections to Paul both personally and professionally. In this introductory article we briefly describe Paul's academic career, discuss his contributions to each of the areas listed previously, present some basic themes that guided his work in these different areas, and provide an overview of each of the contributions to the special issue. THE MAKINGS OF A SCHOLARPaul Pintrich received his bachelor's degree in psychology from Clark University in 1975 and always was proud of having attended the only university in America where Sigmund EDUCATIONAL PSYCHOLOGIST, 40(2), 67-74