Motivational self-regulation in children with mild learning difficulties during middle childhood: Do they use motivational regulation strategies effectively?

Abstract

Previous research demonstrates positive effects of motivational self-regulation on motivation and achievement in typically developing high school and university students. However, little is known about how well children in middle childhood or children with learning difficulties regulate their motivation in academic contexts. Therefore, we investigated how effectively N = 425 children with mild learning difficulties in middle childhood use two motivational regulation strategies across three time points (at the start and at the end of grade four; at the start of grade five). Motivational regulation strategies showed moderate positive correlations with effort expenditure. In cross-lagged path models, effort expenditure at the subsequent time point was significantly predicted by current effort expenditure and self-efficacy self-talk, but not by self-consequating after controlling for academic self-concept and interest. These findings indicate that children with mild learning difficulties in middle childhood can already effectively apply simple forms of motivational self-regulation.