The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning

Karin Smit, Cornelis J. de Brabander, Monique Boekaerts, Rob L. Martens

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed.
Original languageEnglish
Pages (from-to)124-134
Number of pages11
JournalInternational Journal of Educational Research
Volume82
DOIs
Publication statusPublished - 2017

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self-regulation
learning
questionnaire
persistence
Values
student
performance

Keywords

  • motivation
  • self-regulation

Cite this

@article{0079dd7336e84090b30cb7fea96b0de9,
title = "The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning",
abstract = "In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed.",
keywords = "motivation, self-regulation",
author = "Karin Smit and {de Brabander}, {Cornelis J.} and Monique Boekaerts and Martens, {Rob L.}",
note = "DS_Citation:Smit, K., De Brabander, C., Boekaerts, M., & Martens, R. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research, 82, 124-134.",
year = "2017",
doi = "10.1016/j.ijer.2017.01.006",
language = "English",
volume = "82",
pages = "124--134",
journal = "International Journal of Educational Research",
issn = "0883-0355",
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}

The self-regulation of motivation : Motivational strategies as mediator between motivational beliefs and engagement for learning. / Smit, Karin; de Brabander, Cornelis J.; Boekaerts, Monique; Martens, Rob L.

In: International Journal of Educational Research, Vol. 82, 2017, p. 124-134.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The self-regulation of motivation

T2 - Motivational strategies as mediator between motivational beliefs and engagement for learning

AU - Smit, Karin

AU - de Brabander, Cornelis J.

AU - Boekaerts, Monique

AU - Martens, Rob L.

N1 - DS_Citation:Smit, K., De Brabander, C., Boekaerts, M., & Martens, R. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research, 82, 124-134.

PY - 2017

Y1 - 2017

N2 - In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed.

AB - In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed.

KW - motivation

KW - self-regulation

U2 - 10.1016/j.ijer.2017.01.006

DO - 10.1016/j.ijer.2017.01.006

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VL - 82

SP - 124

EP - 134

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -