Assessing and Predicting College Students' Use of Strategies for the Self-Regulation of Motivation
Assessing and Predicting College Students' Use of Strategies for the Self-Regulation of Motivation
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DOI：
10.1080/00220973.2012.699901
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发表时间：
2013-01-01
影响因子：
2.2
通讯作者：
Benzon, Maria B.
中科院分区：
文献类型：
--
作者：
Wolters, Christopher A.;Benzon, Maria B.
大学生（N = 215）完成了自我报告的工具，旨在评估不同的监管动机策略，以及他们的动机信念，认知和元认知学习策略的使用方面，和拖延。本研究通过三个相关发现拓展了动机自我调节的研究。第一，研究结果表明，本研究中评估的工具为评估大学生群体中的六种动机调节策略提供了一种可靠有效的方法。第二，分析显示，学生使用动机策略调节的程度存在差异，同时也表明他们与自我调节学习的其他方面在理论上是一致的。最后，一系列多元回归的结果表明，学生参与动机调节是他们现有的动机信念和态度的函数。
College students (N = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation through three related findings. One, results indicate that the instrument evaluated in the study provides a reliable and valid method for assessing six motivational regulation strategies in a college population. Two, analyses revealed differences in the extent that students reported using the regulation of motivation strategies, while also showing them to be related to other aspects of self-regulated learning in a theoretically consistent way. Last, findings from a series of multiple regressions indicate that students' engagement in motivational regulation is a function of their existing motivational beliefs and attitudes.