Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

Autor/in	Ahmed, Wondimu
Titel	Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis
Quelle	In: International Journal of Psychology and Educational Studies, 4 (2017) 3, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Learning Motivation; Independent Study; Secondary School Students; Secondary School Mathematics; Learning Strategies; Self Efficacy; Memorization; Predictor Variables; Mathematics Skills; Skill Development; Mathematics Achievement; Student Interests; Goal Orientation; Socioeconomic Status + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Selbststudium; Sekundarschüler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit; Gedächtnistraining; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics sikills; Mathematical ability; Studieninteresse; Zielorientierung; Zielvorstellung; Socio-economic status; Sozioökonomischer Status
Abstract	This study investigated the relationship between motivation and self-regulated learning (SRL) in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables (self-efficacy, intrinsic value & instrumental value) in predicting three SRL strategies (memorization, elaboration & control). The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: http://www.ijpes.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01