The relation between students’ motivational beliefs and their use of motivational regulation strategies

Abstract

The goal of this study was to investigate the relation between a set of pre-decisional beliefs including students’ task value, self-efficacy, and learning and performance goal orientations and five post-decisional, implementation strategies students use to regulate their effort and persistence for the academic tasks assigned for a specific class. A group of eighth grade students (N=114) completed a self-report survey that assessed these four motivational beliefs and the frequency that they used five motivational regulation strategies including self-consequating, environmental control, interest enhancement, and mastery and performance self-talk. Results from a series of multiple regressions indicated that the motivational beliefs, as a group, could be used to explain students’ reported use of each of the regulatory strategies examined. Further, results indicated that task value, learning goal orientation, and performance goal orientation individually explained three or more of the regulatory strategies, whereas self-efficacy was not related significantly to any of the five regulatory strategies studied. Findings are presented and interpreted in light of their significance for models specifying both motivational and volitional aspects of self-regulation.