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.
Smit, K., de Brabander, C. J., Boekaerts, M., & Martens, R. L. (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. https://doi.org/10.1016/j.ijer.2017.01.006