The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning
Karin Smit, Cornelis. J. de Brabander, Monique Boekaerts, Education and Child Studies Leiden University, Netherlands ; Rob. L. Martens, Psychology and Educational Sciences Open University Heerlen, Netherlands
International Journal of Educational Research Volume 82, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
In this research we studied studentś use of motivational strategies as mediator between motivational beliefs and motivational engagement. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a self-report 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 questionnaire 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 result 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(1), 124-134. Elsevier Ltd.