MOTIVATION REDUCING CONTEXTS, SELF-REGULATED STRATEGIES, AND ACADEMIC ACHIEVEMENT

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LATIFIAN M.

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Journal: Year:2003 | Volume:20 | Issue:1 (39) Page(s): 47-57

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Title

MOTIVATION REDUCING CONTEXTS, SELF-REGULATED STRATEGIES, AND ACADEMIC ACHIEVEMENT

Author(s)

LATIFIAN M. | Issue Writer Certificate

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Abstract

The purpose of this study was to investigate the relationships between self-regulated learning strategies (based on Wolters' self-regulated learning model, 1998) and academic achievement of a group of college students. In this regard, three research questions were addressed: First, what strategies do students use to regulate their motivational problems? Second, is the use of these strategies dependent on contextual factors? Third, how are cognitive, meta-cognitive, and volitional self-regulated strategies related to each other and, in some with motivational regulations, predict academic achievement? Self-report data were collected from 184 volunteer students from Shiraz College of Education and College of Arts & Humanities (98 females, 86 males), by using an open-ended questionnaire. The students were enrolled in three sections of a developmental psychology course, being taught by the same teacher. The students were asked to report their self-regulated strategies with regard to four motivational problem situations which could maintain their level of effort and motivation for academic success. Findings provide evidence that students regulate their level of effort and motivation in academic tasks by using those strategies that suit specific situations. Results also confirm that intrinsic regulation is a successful predictor of cognitive strategies and school achievement. In addition, among different cognitive and meta-cognitive learning strategies, it was only rehearsal that could predict students' achievement. Some recommendations about using self-regulated learning strategies are presented.

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APA: Copy

LATIFIAN, M.. (2003). MOTIVATION REDUCING CONTEXTS, SELF-REGULATED STRATEGIES, AND ACADEMIC ACHIEVEMENT. JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY, 20(1 (39)), 47-57. SID. https://sid.ir/paper/13288/en

Vancouver: Copy

LATIFIAN M.. MOTIVATION REDUCING CONTEXTS, SELF-REGULATED STRATEGIES, AND ACADEMIC ACHIEVEMENT. JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY[Internet]. 2003;20(1 (39)):47-57. Available from: https://sid.ir/paper/13288/en

IEEE: Copy

M. LATIFIAN, “MOTIVATION REDUCING CONTEXTS, SELF-REGULATED STRATEGIES, AND ACADEMIC ACHIEVEMENT,” JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY, vol. 20, no. 1 (39), pp. 47–57, 2003, [Online]. Available: https://sid.ir/paper/13288/en

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