How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence

Achievement goals, motivational self-talk, and academic engagement among Chinese students

“…Research showed that using a variety of motivational self-regulation strategies may enhance effort and performance (Schwinger et al 2009;Schwinger and StiensmeierPelster 2012). When high school and university students were categorized into different groups depending on their profiles of strategy use , the group of students who scored low on all motivational self-regulation strategies exerted the least effort compared to those that scored high on all strategies, which showed the highest effort expenditure.…”

A model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies

“…In this way, metacognition provides personal insights into one's own thinking and fosters independent learning. A great deal of research supports the importance of cognitive and metacognitive strategies in academic learning (Boekaerts, 1996;Schwinger, Steinmayr & Spinath, 2009;Zimmerman & Martinez-Pons, 1988, 1990. Finally, motivational strategies can be used by students to elicit cognitions and emotions with respect to learning activities (Garcia & Pintrich, 1994).…”

Learning from errors: A model of individual processes

“…consciously or automated) use emotional and motivational regulation strategies following errors to activate and sustain their cognitive, metacognitive and affective functioning (Butler & Winne, 1995;Wolters, 2003). We presume that adaptive (and effective) emotional and motivational selfregulation (Gross, 1998;Schwinger, Steinmayr & Spinath, 2009;Wolters, 1998) provides the basis for the use of appropriate metacognitive activities, cognitive strategies and learning behaviour to adequately reflect on the underlying misconception (subsumed under "Learning process" in Figure 1). However, the regulation strategies that learners may use can also be dysfunctional: The use of maladaptive strategies following errors, such as distraction, suppression or rumination (e.g.…”