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The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning
ARTICLE

, , , Education and Child Studies Leiden University, Netherlands ; , Psychology and Educational Sciences Open University Heerlen, Netherlands

International Journal of Educational Research Volume 82, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved March 7, 2021 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2017.01.006

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