Which one works best? Considering the relative importance of motivational regulation strategies

Schwinger, Malte; Otterpohl, Nantje

doi:10.1016/j.lindif.2016.12.003

Cited by 80 publications

(67 citation statements)

References 39 publications

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“…In addition to the effects shown thus far, metacognitive strategies have also been shown to enhance general learning behaviors [13][14][15]. As metacognitive strategies involve individuals' learning processes, they foster general learning behaviors, such as effort, persistence, and behavioral engagement [13,14].…”

Section: The Motivational Function Of Metacognitive Strategies: Promomentioning

confidence: 97%

“…Metacognitive strategies were conceptualized to be part of motivational regulation strategies [15]. Schwinger and his colleagues examined the effects of motivational regulation strategies, including metacognitive strategies [13,16]. Schwinger and Stiensmeier-Pelster revealed that proximal goal-setting strategy use promotes learning-effort management, which in turn directly contributes to academic achievement [16].…”

Section: The Motivational Function Of Metacognitive Strategies: Promomentioning

confidence: 99%

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Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Akamatsu

Nakaya

Koizumi

2019

Behavioral Sciences

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The purpose of this study was to examine the effects of metacognitive strategies on self-regulated learning processes, focusing on the mediating effects of self-efficacy. The surveys were conducted in December 2016 (Time 1) and January 2017 (Time 2). One hundred and five undergraduates enrolled at a Japanese university participated in this survey study, consisting of two surveys conducted one month apart. The questionnaires measured the use of metacognitive strategies (i.e., planning strategy and monitoring strategy), self-efficacy, general learning behaviors (behavioral engagement and persistence), and the use of cognitive strategies (i.e., writing-repetition strategy and deep-processing strategy). First, cross-lagged structure equation modeling revealed that the use of planning strategy enhanced self-efficacy. Second, path analysis examined relationships between metacognitive strategies, general learning behaviors, and cognitive strategies. It revealed that (a) general learning behaviors were promoted by metacognitive strategies mediated by self-efficacy and (b) cognitive strategies were almost directly affected by the monitoring strategy. The current study reveals that general learning behaviors and cognitive strategies involve different processes than metacognitive strategies.

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Section: The Motivational Function Of Metacognitive Strategies: Promomentioning

confidence: 97%

Section: The Motivational Function Of Metacognitive Strategies: Promomentioning

confidence: 99%

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Akamatsu

Nakaya

Koizumi

2019

Behavioral Sciences

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“…Regulating motivational quantity typically involves knowing what types of strategies can increase motivation (e.g., Schwinger & Otterpohl, 2017), whereas regulating motivational quality requires that people also understand that motivation not only differs in level, but also in type. Indeed, several prominent theories of motivation and cognition (e.g., self-determination METAMOTIVATION 5 theory; regulatory focus theory; construal level theory) distinguish between qualitatively different motivational states (e.g., intrinsic versus extrinsic motivation; eager versus vigilant motivation; high-level versus low-level construal) that can be increased or decreased via distinct strategies and have differential consequences for goal pursuit and performance.…”

Section: When People Regulate Motivation What Are They Regulating?mentioning

confidence: 99%

New Directions in Self-Regulation: The Role of Metamotivational Beliefs

Scholer

Miele

Murayama

et al. 2018

Curr Dir Psychol Sci

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Research on self-regulation has primarily focused on how people exert control over their thoughts, emotions, and behavior. Less attention has been paid to the ways in which people manage their motivational states in the service of achieving valued goals. In the present paper, we explore an emerging line of research that focuses on people's beliefs about their own motivation (i.e., their metamotivational knowledge), as well as the influence of these beliefs on their selection of regulatory strategies. In particular, we review evidence showing that people are often quite sensitive to the fact that distinct motivational states (e.g., eagerness vs. vigilance) are adaptive for different kinds of tasks. We also discuss how other metamotivational beliefs are inaccurate on average (e.g., beliefs about how rewards affect intrinsic motivation). Finally, we consider the implications of metamotivation research for the field of self-regulation and discuss future directions.

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“…Uma das características essenciais da autorregulação é a capacidade do estudante de controlar e manter a sua própria motivação (Schwinger & Otterpohl, 2017). Conhecer e promover o uso de estratégias de regulação da motivação entre alunos independentemente do nível de escolarização é fundamental.…”

Section: Considerações Finaisunclassified

Escala de avaliação das estratégias de regulação da motivação de alunos universitários: um estudo piloto

Góes

Boruchovitch

2017

R Est Inv Psico y Educ

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Escala de avaliação das estratégias de regulação da motivação de alunos universitários: um estudo pilotoMotivacional regulation strategies scale for college students: a pilot study Natália Moraes Góes, Evely Boruchovitch Universidade Estadual de Campinas, Brasil ResumoOs objetivos do estudo foram: a) realizar um estudo piloto para verificar a adequação da tradução de uma escala que mensura o uso de estratégias de regulação da motivação de estudantes universitários, originalmente da língua inglesa (Wolters & Benzon, 2013), para a língua portuguesa e, b) analisar o autorrelato do uso dessas estratégias em função do sexo e área de conhecimento do curso dos estudantes. Participaram 42 estudantes de cursos de licenciaturas diversas que responderam a versão traduzida da escala e uma questão sobre a compreensão dos itens. Resultados revelaram que a escala se mostrou adequada para uso no Brasil. Palavras-chave: estratégias de regulação da motivação, alunos universitários, autorregulação AbstractThe objectives of the study were: a) to carry out a pilot study to evaluate the adequacy of a translation of an English written scale aimed at assessing motivational regulation strategies of college students to portuguese language and b) to exam the self-report of use of these strategies among college students in relation to participants´sex and course area. The sample was composed of 42 college students from different course areas who responded to the translated version of the scale and question about their comprehension of the items. Results showed that the scale was adequate to its use in Brazil.

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Which one works best? Considering the relative importance of motivational regulation strategies

Cited by 80 publications

References 39 publications

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

New Directions in Self-Regulation: The Role of Metamotivational Beliefs

Escala de avaliação das estratégias de regulação da motivação de alunos universitários: um estudo piloto

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