Quantity and quality of motivational regulation among university students

Published on Apr 28, 2017in Educational Psychology
· DOI :10.1080/01443410.2017.1322177
Tobias Engelschalk6
Estimated H-index: 6
(University of Augsburg),
Gabriele Steuer10
Estimated H-index: 10
(University of Augsburg),
Markus Dresel19
Estimated H-index: 19
(University of Augsburg)
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...
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