Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 124-134 |
| Number of pages | 11 |
| Journal | International Journal of Educational Research |
| Volume | 82 |
| DOIs | |
| Publication status | Published - 2017 |
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Keywords
- motivation
- self-regulation
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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 journal › Article › Academic › peer-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
M3 - Article
VL - 82
SP - 124
EP - 134
JO - International Journal of Educational Research
JF - International Journal of Educational Research
SN - 0883-0355
ER -