Abstract
ABSTRACT Motivation regulation strategies are important because they influence the motivation level to begin and complete a task. This research sought to examine whether future teachers report using strategies to regulate their motivation, whether there are relations among these strategies and the participants’ demographic and academic life characteristics, and which characteristics of the sample predict the report of using these strategies. Participants were 295 students of different licentiate courses from a public university who responded to a characterization questionnaire and a scale of motivation regulation strategies. Data were analyzed quantitatively using descriptive and inferential statistics. Statistically significant differences were found among motivation regulation strategies reported and students’ gender, age, course semester and area of knowledge of the course. It is suggested that these variables be considered in intervention actions to promote the use of motivation regulation strategies among future teachers.
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