Abstract
It can be stated that self-regulated learning (SRL) brings broad benefits to the process of students’ learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted a study using two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception (t = 5.450, p < 0.001, d = 0.364). That the two pairs of strategies positively and significantly correlated with one another (r = 0.239, p < 0.01 and r = 0.355, p < 0.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and annulation strategies [χ2(8) = 5.204, p = 0.736] and deception and annulation strategies [χ2(4) = 3.228, p = 0.520].
Highlights
The concept of self-regulated learning (SRL) has been defined as the degree to which students are metacognitive, motivational and behaviorally active with regard to their own learning process (Zimmerman, 2013)
It can be said that the broad benefits of SRL have been proved (e.g., Pintrich and De Groot, 1990; Zimmerman, 2013; Järvenoja et al, 2015)
Studying for exams, developing creative ideas, problem solving, long-term retention, motor tasks and skills that can be learned (Ariel and Karpicke, 2018; Callan et al, 2019), and in general with problems that are emerging in the educational world at present
Summary
The concept of self-regulated learning (SRL) has been defined as the degree to which students are metacognitive, motivational and behaviorally active with regard to their own learning process (Zimmerman, 2013). A large proportion of learning takes place interactively (Järvenoja et al, 2015) For this reason, this article is focused on the study of processes in which the student uses their classmates as a reference point for their own academic motivation. Studying for exams, developing creative ideas, problem solving, long-term retention, motor tasks and skills that can be learned (Ariel and Karpicke, 2018; Callan et al, 2019), and in general with problems that are emerging in the educational world at present It requires that teachers show students how to use these techniques and students will adopt them. Increasing understanding of SRL would inform educators of SRL procedures (Callan and Cleary, 2018)
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