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

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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

Keywords

  • motivation
  • self-regulation

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