AbstractEffective regulation of motivation can be theoretically explained by both the extent of motivational regulation strategies used (quantity) and their optimal implementation (quality). Researchers have not yet analysed the significance of both aspects for learning success simultaneously. In the present study, 188 students were presented with different descriptions of prototypical learning situations paired with specific causes for poor motivation and were asked to report both the quantity and key aspects of the quality of motivational regulation strategies they would implement. Regression analyses revealed that the quantity of strategy use was a moderate positive predictor of both self-reported regulatory effectiveness and self-reported effort while studying. These two dependent variables were significantly better predicted by including the quality of strategy use. Moreover, only the quality of strategy use correlated with academic achievement. Structural equation modelling indicated that the effect...
Last. Markus Dresel(University of Augsburg)H-Index: 19
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Abstract It is argued that learners' motivational regulation is strongly situation-specific and depends on the motivational problems that trigger regulation. A 2 × 3 model is proposed in which motivational problems are distinguished between low expectancies for success vs. poor subjective task values in three different phases of the learning process (before, during, or after a learning activity). A study with 283 undergraduates who reported how effectively they can motivate themselves in differe...
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional knowledge regarding different types of self-regul...
In der vorliegenden Arbeit wurde untersucht, wie Studierende abhangig von den spezifischen Ursachen mangelnder Lernmotivation (geringe Erfolgserwartung vs. geringer subjektiver Wert in drei Phasen der Lernhandlung) ihre Motivation regulieren. 54 Studierende gaben an, wie erfolgreich sie sich bei den genannten 2 × 3 Regulationsanlassen motivieren und welche Strategien sie jeweils einsetzen, um ihre Motivation zu verbessern. Die Ergebnisse zum Regulationserfolg verwiesen darauf, dass Studierenden ...
College students (N = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation through three related findings. One, results indicate that the instrument evaluated in the study provides a reliable and valid method for assessing six motivational regu...
Abstract The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To s...
Recently, there have been efforts to rethink assessment. Instead of informing about (relatively stable) learner characteristics, assessment should assist instruction by looking at the learning process, facilitating feedback about what students' next step in learning could be. Similarly, new forms of strategy assessment aim at capturing self-regulated learning as it happens. One potential method for such assessment is the learning journal. We analyzed whether (a) quantity and (b) quality of learn...
A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241...
Abstract Since research on self-regulated learning has underemphasized the aspect of motivational regulation, we propose a new conceptual model in this article that aims to explain relevant processes and structures regarding the self-regulation of motivation. Furthermore, we describe an empirical analysis of central aspects of the new Motivational Regulation Model. A total of 301 twelfth grade high school students were surveyed with respect to their use of motivational regulation strategies whil...
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same int...
Lockdown has spawned a rapid and unprepared transition to online learning formats. Not all educators and students have been prepared for this transition, which requires the development of measures to adapt and intensify forced online learning. The study aims to track the integrated courses effectiveness to adapt first-year students to the new learning format through targeted self-organization training. The hypothesis of the study is that the educational activity effectiveness, which is largely b...
Last. Markus Dresel(University of Augsburg)H-Index: 19
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Although professional training or development opportunities can help university academics to expand their competences and implement high quality educational practices, academics differ in the exten...
Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-ter...
#2Jens Fleischer(University of Duisburg-Essen)H-Index: 8
Last. Detlev Leutner(University of Duisburg-Essen)H-Index: 53
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Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that s...
#1Olena Kryshko(University of Duisburg-Essen)H-Index: 1
#2Jens Fleischer(University of Duisburg-Essen)H-Index: 8
Last. Detlev Leutner(University of Duisburg-Essen)H-Index: 53
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Abstract Based on the framework of self-regulated learning, we conducted a cross-sectional and a longitudinal study with university undergraduates (N1 = 249; N2 = 210) to examine the associations of using different motivational regulation strategies and two important aspects of academic success: academic performance and dropout intention. According to the Motivational Regulation Model of Schwinger and Stiensmeier-Pelster (2012), we assumed that motivational regulation strategies will positively ...
This study set out to explore non-English major postgraduates’ use of motivational regulation strategies in English learning. Subjects for this study were 156 Chinese postgraduates studying in a national teacher education university in central China. A self-reported questionnaire and individual semi-structured interviews were complementarily employed to gather data. The non-English major postgraduates were found to have adopted ten types of strategy to regulate their motivation for learning Engl...
Abstract Integrating findings from research on self-efficacy and motivation regulation, the present studies explored the concept of self-efficacy for motivation regulation, which refers to students' beliefs about effectively using strategies to regulate their motivation. In this work, we suggest that students' self-efficacy for motivation regulation represents an additional source of potential success or failure in motivation regulation in two ways. It could (a) lead to a more frequent use of mo...
#1Kati Mäenpää(Oulu University of Applied Sciences)
Last. Kirsi Pyhältö(UH: University of Helsinki)H-Index: 27
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Although there is a strong body of evidence showing that motivational factors are critical components of self-regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation strategies and factors contributing to their reported use along their three-year study path in a blended learning environment. A purposeful sampling w...