Assessment and Relationships of Conditional Motivational Regulation Strategy Knowledge as an Aspect of Undergraduates' Self-regulated Learning Competencies
Year: 2019
Type: article
Study design: Observational Study
Abstract: . For learners, motivational regulation represents a daily challenge in terms of initiating, increasing and maintaining motivation. Crucial here is conditional knowledge about which motivational regulation strategies are appropriate for which specific motivational problems. This paper addresses the relationships between this type of strategy knowledge and regulatory effectiveness and characteristics of learning behavior. In a sample of 188 undergraduates, this strategy knowledge – assessed with a newly developed Situational Judgement Test – showed moderately positive correlations with motivational regulation on the behavioral level. Moreover, it was positively related to the effectiveness of motivational regulation and effort. Hence, conditional motivational regulation strategy knowledge is relevant and contributes to an extended understanding of motivational regulation in the higher education context.
Institutions: University of Augsburg, Bielefeld University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2970617273