Self-regulated Motivation Research Articles

Examining EFL Students’ Self-Regulated Motivation for Improving English Speaking Skills: A Study of High-Achieving Thai University Students in an English Speaking Course

Self-regulated motivation is essential in language learning, especially for developing English speaking skills among EFL learners, as it empowers them to plan, monitor, and control their learning, set personal goals, and apply strategies to achieve those goals. Therefore, strong self-regulated motivation can support the learners in overcoming challenges in learning English. The present research thus aimed to examine the self-regulated motivation (SRM) of Thai university students to enhance their English speaking skills in an English speaking course. 37 students who excelled in the English speaking course during the 2024 academic year participated voluntarily, with 5 top-performing students selected for interviews. Data were collected using the SRMIS-EFL questionnaire and structured interviews. Descriptive and inferential statistical analysis were performed to analyze the quantitative data and the data from the interviews were interpreted and presented in a descriptive manner. Findings indicated a high overall SRMIS-EFL level with the highest mean score for SRM attributed to “Task Value Activation”, reflecting a very high motivation level. No significant differences were found in SRM between students with grades A and B+. However, strong correlations among the 4 SRM subsections were observed. While students utilized 5 various SRM strategies, they unanimously agreed that “Task Value Activation” significantly enhances their English speaking skills. The study suggests that educators should focus on enhancing “Task Value Activation” through activities that highlight the practical benefits of mastering English speaking, particularly to support students with lower grades and boost their motivation.

The Moderating Role of Interest in the Relationship between Perceived Task Difficulty and Invested Mental Effort

Including motivational variables such as interest in the cognitive load framework is an ongoing process. Of particular interest is the question of how motivational variables influence the investment of mental effort. In this study, we investigated how topic interest affects the investment of mental effort in simple tasks. A total of 1543 students’ judgments regarding invested mental effort, perceived task difficulty, and topic interest for 32 tasks of a chemistry test were analyzed at the task level based on item response theory parameters. Additionally, objective task difficulty was calculated. The Rasch parameters were used for correlation and moderated regression analyses. The results indicated that when perceived task difficulty was low, students invested more mental effort in solving tasks of low topic interest compared to tasks of high topic interest. With increasing perceived task difficulty, the amount of invested mental effort rose for tasks of low as well as high topic interest. However, the difference between tasks of low and high topic interest in the amount of invested mental effort decreased as perceived task difficulty increased and even vanished when perceived task difficulty roughly corresponded to students’ performance capability. These results are in line with flow theory and the expectancy-value-cost model of motivation. When solving tasks that match their performance capability, students can experience a flow situation. However, when solving rather easy tasks of low interest, students can experience motivational costs in terms of additional effort, such as an increased need for motivational self-regulation. The results of this study provide a basis for systematically investigating and better understanding the relationship between interest, task difficulty, invested mental effort, flow experience, and emotional costs.

Comparing the Status of Motivation Self-Regulation Strategies in Medical Students Before and After the Beginning of Clinical Education

Abstract Introduction: Self-regulation motivation in medical students in clinical education is a key factor in their academic success. This study aims to compare the status of self-regulation motivation strategies in medical students before and after the beginning of clinical education at Kerman University of Medical Sciences in 2022. Method: This semi-experimental single-group study used the Meta-Motivational Strategies in Medical Students Questionnaire for 80 medical students who were clerkships. Results: The mean of self-regulation motivation strategies in medical students before entering the clinical education phase was 113.43, and at the end of the first semester of clinical education was 116.20. The results showed an increase in the status of self-regulation motivation strategies by medical students in the clinical education phase. The most self-regulation motivation strategy used by students before and after the start of clinical education was "Regulation of value". Conclusion: Medical students use different strategies to regulate their motivation during clinical education. To maintain and increase the motivation of medical students, it is crucial to identify and strengthen self-regulation motivation strategies.

What are the principal and most effective strategies for motivational self-regulation? A systematic review and meta-analyses

The regulation of motivation is considered a key aspect of self-regulated learning (SRL) as it is presumed that maintaining an adequate level of motivation is essential for engagement, effort and persistence in academic tasks. In this review, we aimed to improve our understanding of motivational regulation strategies, their supposed antecedents and the educational implications. A search was conducted in Web of Science, Scopus, PsycInfo, and ERIC databases. Of 4027 records identified, 64 (75 studies) were deemed eligible after inclusion and exclusion criteria were applied and studies with low methodological quality were discarded. Data on 18 different motivational regulation strategies were available. Extrinsic/controlling types of strategies were reported to be used more frequently than intrinsic/autonomous strategies. Motivational regulation strategies were significantly associated with metamotivational beliefs, academic skills and adjustment. Available evidence supports assumptions of theoretical models on antecedents and academic implications of motivational self-regulation. Educational impact and implications statementThe present study provides a compendium of the different motivational self-regulation strategies studied to date, describes the nature of these and unifies the different denominations used. The available evidence on the frequency of use of the different strategies that has been collected may be useful for educators, enabling them to anticipate and adapt to the status of the different motivational facets in students. Drawing on theoretical models of motivational self-regulation, the interconnections between the use of the strategies and their supposed antecedents and the expected educational implications were explored. This will provide researchers and educators with an interpretive framework to draw upon when adapting to interindividual diversity in strategy use and when assessing the compatibility between educational practices and the efficient use and training of motivational strategies.

A Study on University Students’ Self-Regulated Motivation to Improve EFL Speaking Skills Across Academic Levels

opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.

Examining EFL Undergraduates’ Self-Regulated Motivation in English: A Survey Study

Examining EFL Undergraduates’ Self-Regulated Motivation in English: A Survey Study

A theoretical analysis of the implications of self-determination theory in explaining the effectiveness of feedback-seeking behaviors and the seeker's reaction to feedback: A research agenda

This paper proposes that Self-Determination Theory (SDT) has considerable potential for filling some crucial feedback-seeking behavior (FSB) literature gaps. Some key issues are theoretically addressed. First, the influence mechanism of FSB on performance improvement may be explained by the role of motivational factors introduced by this theory in forming positive feedback reactions and the quality of feedback received by the feedback seeker. Second, SDT can be used to explain the feedback seekers' subjective well-being during the FSB process, which is almost overlooked in the FSB literature despite its importance. Third, this paper also relates motivational self-regulation mechanisms to FSB dimensions (e.g., method, sign, type) beyond the popular dimension of FSB frequency analyzed in the literature. The paper also suggests that the quality of FSB, based on these dimensions, is related to the quality of the feedback-seeker's motivation. This paper presents avenues for future empirical studies on different aspects of FSB based on SDT.

대학생의 스마트폰 과의존 경험에 대한 질적 메타분석

Objectives The purposes of this study were to analyze qualitative meta-analysis of university students’ experiences in smartphone overdependence. Though this, we intend to help find alternatives by looking at from various angles and understanding the difficulties of smartphone overdependence experienced by university students.
 Methods Based on the preceding qualitative meta-synthesis procedures, among the qualitative studies published in Korea on the subject of university students’ experiences in smartphone overdependence, 10 studies to be analyzed were selected for the purpose of this study. Six stages of qualitative meta-synthesis were conducted: selection of topics and research questions, selection of studies, coding and categorization of data, mutual comparative analysis between 3 researchers, derivation of results, comprehensive results and diagraming. By qualitative meta-analysis of 10 qualitative studies, the results were integrated and new meanings were discovered.
 Results By analyzing the selected studies, the experience of university students’ smartphone overdependence was shown as six major components and examples of each component. The main components were derived as ‘swamp of smartphone convenience’, ‘obsession with smartphone’, ‘recognition of smartphone overdependence’, ‘problem due to smartphone overdependence’, ‘difficulty in self-regulation of smartphone’ and ‘smartphone self-regulation motivation and effort’.
 Conclusions In the derived process, university students with smartphone overdependence were found to experience a cycle of self-regulation for their problem perception and problem behavior change. Based on this, we need to find ways to respond to university students with smartphone overdependence, and the implications and limitations of this study and suggestion for future study were proposed.

Investigating the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model

BackgroundThe importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model.MethodThis study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student’s viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure.ResultsThe results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies.ConclusionClinical exposure indirectly enhances students’ metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.

Efficacy of Mandala Coloring Intervention on Executive Functioning and Emotional & Motivational Self-Regulation Among Children With Symptoms of Attention Deficit Hyperactivity Disorder.

Attention deficit hyperactivity disorder (ADHD) is the most common neuropsychiatric condition of childhood. There is a sizable subset of children with ADHD symptoms in whom early intervention can prevent their progression into fulminantADHD. However, the therapeutic options for ADHD symptoms are limited. Mandala coloring is a form of art therapy that may be used in these children, but there is a dearth of literature regarding its efficacy. This is a prospective cohort study on 120 children aged six to 10 years diagnosed with ADHD symptoms. The children were divided into two equal groups of interventionand control. Children in the interventiongroup were given mandala coloring intervention for 10 weeks duration. Pre-test and post-test values of executive functioning and emotional and motivational self-regulation (EMSRQ) were compared betweenthe two groups by using SPSS 23 (IBM Corp., Armonk, NY). The demographic data and baseline characteristics were comparable in both groups. Post-test values showed significant improvement across all parameters of executive functioning in the interventiongroup. However, the difference was not significant in EMSRQ. At follow-up, parents reported improvement in academic performance, concentration, and mindfully focusing on a single activity for a longerduration of time. The attention span and cognitive abilities of children at risk for ADHD may be improved with the relatively simple yet effective intervention technique of mandala coloring that can easily be administered by parents at home. Further research is needed to compare its efficacy with other treatment modalities.

Psychometric analysis of a tool to assess metamotivational strategies in undergraduate anesthesia students

Background & Objective: Undergraduate anesthesia students benefit from motivational self-regulation strategies when facing specific academic challenges to maintain and improve their academic motivation. Due to the absence of valid and reliable instruments to assess these strategies, the present study aimed at the psychometrical analysis of MSMQ (Metamotivational Strategies in Medical Students) which is used to measure meta-motivational strategies in undergraduate anesthesia students. Materials & Methods: In this psychometric study, 358 undergraduate anesthesia students were selected by convenience sampling method. The research community included undergraduate anesthesia students in Iran, and the MSMQ questionnaire was provided for them to complete. Its validity was determined by face and content validity methods, and its reliability was determined by the internal consistency method. The confirmatory factor analysis method was used to check construct validity. Results: The CVI and CVR values were obtained at ≥ 0.80 for all items. In the confirmatory factor analysis, the factor loading of all items was reported to be ≤ 0.40, and the mentioned instrument enjoyed the goodness of fit indices (RMSEA = 0.064, NNFI = 0.96, CFI = 0.97, SRMR = 0.06, GFI = 0.86). Acceptable reliability coefficients were obtained for the subscales, and Cronbach's alpha coefficient for the whole questionnaire was 0.922. Conclusion: As evidenced by the results of this study, the MSMQ questionnaire is a valid and reliable instrument; therefore, it can be used for Iranian undergraduate anesthesia students.

The Structural Relationship between Perceived Motivational Climate, Basic Psychological Needs, and Self-Regulated Motivation in Dance Major College Students

The Structural Relationship between Perceived Motivational Climate, Basic Psychological Needs, and Self-Regulated Motivation in Dance Major College Students

Self-Confidence in Metacognitive Processes in L2 Learning

The study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies.

Applying self-determination theory towards motivational factors of physical activity in people undergoing haemodialyses: A qualitative interview study.

The level of physical activity of people undergoing haemodialyses is low, so understanding what factors underlie the motivation to be physically active in people undergoing haemodialyses is important. Therefore, this qualitative study aims to explore the different motivation types and corresponding basic psychological needs (BPNs) of people undergoing haemodialyses based on self-determination theory. We adopted the objective sampling method to select 19 patients with the end-stage renal disease aged from 28 to 66 years old from a tertiary hospital in Xi'an. They underwent haemodialyses five to six times every 2 weeks for more than 3 months. Then, we conducted semistructured one-on-one interviews with 19 people undergoing haemodialyses using qualitative content analysis. All interviews were recorded, transcribed verbatimand analyzed on a thematic analysis. We analyzed four motivation types of patients, namely four themes, including entrenching in physical inactivity (Amotivation), breaking physical inactivity (Controlled motivation), finding one's way (Autonomous regulation) and enjoying the positive effects of physical activity (Intrinsic motivation). Each motivation is dominated by one or more BPNs. For example, inadequate Competence such as decreased physical function is the reason why the patient does not perform physical activities. Due to the lack of health education on physical activity, people undergoing haemodialyses often lack the motivation for controlled regulation. The motivation for self-regulation is generated by the patients' promotion of meeting BPNs, such as normal social interactions. The formation of patients' autonomous motivation can't be separated from the effective understanding felt by other patients, because their situations are similar. Enjoying physical activity promotes the formation of patients' intrinsic motivation and the maintenance of this behaviour. Perceived Competence, Relatedness and Autonomous Motivation are important determinants for physical activity in people undergoing haemodialyses. Patients need to internalize the changed values and skills, so as to generate the motivation of self-regulation, rather than external or controlled forms of motivation regulation, to better maintain behaviour change. People undergoing haemodialyses were involved in the development of the interview topic guide to ensure all relevant topics were explored.

"The show must go on": How Paralympic athletes safeguarded their mental well-being and motivation to train for the postponed Tokyo 2020 games.

After the decision to postpone the Tokyo 2020 Games due to the COVID-19 pandemic, athletes had to adjust to a novel situation with feelings of uncertainty and insecurity. Grounded in Self-Determination Theory, this study was the first to examine whether different motivational profiles among Paralympic athletes can be identified, and to link these profiles with the athletes' emotional, cognitive, and performance-related outcomes in times of a pandemic. Five months before the start of the Paralympic Games, the participants (N = 32; mean age = 33.2 ± 6.8 years) completed an online questionnaire measuring their demographics, basic psychological needs, perceived stress, depressive symptoms, general well-being, and motivational self-regulation strategies. Two months after the Games, they completed a second online questionnaire measuring their actual and perceived performance at the past Games. Through K-means cluster analysis, three distinct clusters were identified based on the athletes' dominant type of motivation, these are, dominantly amotivated (n = 11), autonomously motivated (n = 12), and controlled motivated (n = 9). Comparisons of athletes' emotional, cognitive, and performance-related outcomes depending on their motivational profile revealed that the athletes with a dominantly amotivated profile had the least adaptive outcomes (i.e., low need satisfaction, high need frustration, and more depressive symptoms). Athletes with a dominantly autonomously motivated profile made less use of controlling self-motivating strategies compared to the other two profiles. Moreover, their actual performance at the Paralympic Games was better. Although none of the athletes were at severe risk for depression or showed extremely high levels of stress, these results confirm that improving the quality of athletes' motivation can safeguard their well-being and enhance performance in Paralympic Sports.

A SURVEY OF INDONESIAN EFL UNDERGRADUATE STUDENTS' SELF-REGULATED MOTIVATION TO SPEAK ENGLISH

Self-Regulated Motivation (SRM) is one of Self-Regulated Learning (SRL) aspect that focus only on motivation control or regulation. This study aims to identify college students' SRM levels to speak English and the difference between male and female. The participants were 92 English Language Department students of a private university in Yogyakarta. The data were collected through SRMIS-EFL questionnaire. The questionnaire consists of four factors (task value evaluation, regulation of learning environment, regulation of affect, and regulation of classroom environment) with 20 total items. A descriptive statistic was used to analyze students' SRM level and an independent sample t-test was also used to see the difference of SRM level between male and female students. The analysis of the data showed that generally students had a high SRM level. The highest factor was task value evaluation and the lowest was regulation of learning environment. Related to gender, this study revealed that male and female students show a similar SRM levels and had no difference.

Faktory napomáhajúce rozvoju sebaregulácie u detí

Self-regulation is applied in many areas of a person's life and has a significant impact on his functioning and success. The study presents factors that contribute to its development. Executive functions and the relationship between self-regulation and emotional regulation are described, as well as the influence of a supportive social environment on the development of more complex skills and motivation for self-regulation. The results of relevant research, as well as educational and intervention strategies, are presented within the areas mentioned above.

Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

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

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.

Relationship Between Student Perceptions of a Constructivist Learning Environment, and their Motivational Beliefs and Self-Regulation of Effort

The aim of this study is twofold: first, to determine gender-related differences in students' perceptions of a constructivist learning environment, their motivational beliefs, and self-regulation of effort in a science lesson; secondly, to explore the relationship between these concepts. The correlational research was employed in this study. The sample consists of 489 students from five public middle schools in a small city in Turkey. The Constructivist Learning Environment Survey was utilized to assess students’ perceptions of their classroom learning environment in constructivist-oriented ways. The Students’ Adaptive Learning Engagement in Science survey was used to assess students’ motivation and self-regulation of effort in their science learning. The relationships between students’ perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort were examined using canonical correlation analysis. According to the canonical analysis, middle school students’ perceptions of a constructivist learning environment are significantly related to their motivational beliefs and self-regulation of effort. Implications of these findings were discussed.