Motivational Regulation Strategies Research Articles

Longitudinal Relationship between L2 Grit and Motivational Regulation Strategy in University Second Language Learning: An Autoregressive Cross-lagged Model Study.

Despite the significance of grit and motivational regulation strategies (MRS) to language learning, limited research has been conducted on their longitudinal interplay. The present study explores the relationship between these two constructs in an English as a second language (L2) learning context through a longitudinal design. This study utilizes repeated measures of L2 grit and MRS at two time points (T1 and T2) to investigate the direction of influence between them and proposes and evaluates four models: an autoregressive model, two unidirectional models, and a bidirectional model. Using questionnaire data from 205 Chinese university students to evaluate the models, results from model assessment revealed that L2 grit at T1 positively predicted L2 grit at T2 and that MRS at T1 positively predicted MRS at T2. While L2 grit showed stability, MRS developed over time. The unidirectional model with L2 grit at T1 as a predictor of MRS at T2 was identified as the model of best fit, indicating that L2 grit at an earlier time unidirectionally influenced MRS at a later time. Based on these findings, we conclude that there is a unidirectional influence between L2 grit and MRS: the former plays an influential role in shaping MRS in L2 learning over time. Implications and recommendations for future research are discussed. This study contributes to a deeper understanding of the dynamics between the two constructs, which in turn impacts language learning persistence and success, offering valuable insights for educators, policymakers, and researchers striving to optimize language learning environments and interventions.

대학생의 학생 주체성, 학업 회복력이 주체적 참여에 미치는 영향: 조절초점의 조절된 매개효과

Objective: The present study aimed to examine whether motivational regulation strategy known as regulatory focus plays a moderating role in the relationship between student agency, academic buoyancy, and agentic engagement among college students. 
 Methods: An online survey was conducted with 413 university students enrolled in four-year universities in the Busan, Ulsan, and Gyeongsangnam-do regions. SPSS 25.0 and SPSS Process Macro 4.0. were used to demonstrate an integrated model known as moderated mediation effect. 
 Results: First, the mediating effect of academic buoyancy was identified in the relationship between student agency and agentic engagement. Then, the moderated effect of regulatory focus was confirmed in the association between student agency and academic buoyancy. Lastly, the moderated mediating effect of regulatory focus was verified in the association between student agency, academic buoyancy and agentic engagement. 
 Conclusions: The study suggests the utilization of regulatory focus strategies to improve the agentic engagement, along with psychological and behavioral engagement with student agency and academic buoyancy. Limitations and implications for further study were discussed.

Metamotivation in medical education: The 4F conceptual framework

Introduction Several models and frameworks have been developed in the past two decades to explain motivation regulation in different fields. However, a comprehensive framework that explains the dimensions of metamotivation in medical education is lacking. This study aims to address this gap by presenting a conceptual framework to understand metamotivation in medical education. Method This study was conducted at Tehran University of Medical Sciences in 2022–2023. We applied Crawford’s guidance on developing a conceptual framework via collecting data from three sources: experience, literature, and theory. We developed the initial draft of the conceptual framework by identifying gaps in existing models. A panel of experts reviewed the draft and provided feedback on the framework’s generation, explanation, and argumentation. The final model was designed in the form of a graphical presentation. Findings The study’s conceptual framework clearly distinguishes between motivational challenges and motivational problems, and outlines four phases that explain each phase’s importance, components, and implementation process. The first phase focuses on promoting metamotivational knowledge among learners. In the second phase, learners face motivational challenges and aim to manage them optimally to prevent motivational problems. The third phase occurs when a motivational problem arises, and learners use motivational regulation strategies to resolve it. In the fourth and final phase, learners use psychological skills to stabilize and strengthen the metamotivational process. Conclusion This study’s conceptual framework focuses specifically on the context of medical education to provide guidance for future research and interventions on metamotivation. By presenting this framework, we aim to capture the attention of researchers toward the topic of metamotivation and encourage further exploration of its dimensions.

TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

Use of motivational regulation strategies and its relations to motivational beliefs in a college English course context

While motivational regulation strategies (MRSs) both as a core facet of self-regulated learning and as a pedagogical issue have attracted increasing attention from researchers and practitioners, what motivational regulation strategies learners of English as a foreign language (EFL) or English as a second language (ESL) tend to use and how these strategies may be associated with learner motivational beliefs in English learning remain under-researched. To fill this research gap, this study aims to contribute to a holistic understanding of Chinese EFL students’ use of MRSs and its relations to English learning motivational beliefs. Data were collected from 638 non-English major undergraduate students through two self-report questionnaires in a College English Course context. Results showed that students reported high frequency use of performance-enhancement or interest-related strategies while reporting using other types of regulation strategies (e.g. performance-avoidance self-talk) to a lesser extent. Structural equation modeling (SEM) analyses suggested that among the four types of motivational beliefs investigated in this study, control of learning beliefs, intrinsic goal orientation, and extrinsic goal orientation were the top three most powerful predictors of the students’ use of MRSs in English learning. Pedagogical implications and directions for future research were also discussed.

Feedforward‐ or feedback‐based group regulation guidance in collaborative groups

AbstractBackgroundCollaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition.ObjectivesIn this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self‐, co‐, and socially shared regulation of intrinsic motivation, and group metacognition levels.MethodsThe study was patterned with a quasi‐experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t‐tests, analysis of covariance, and multivariate analysis of covariance.Results and ConclusionAccording to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre‐intervention. The group in which the feedforward‐supported regulation guidance approach was used showed better learning success. In the group using the feedback‐supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups.ImplicationsWhile the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields.

Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies

Drawing on Hattie and Timperley’s (2007) feedback model, the current study explored how feedback at the process and self-regulation levels impacted the development of EFL learners’ self-regulated writing strategies. Data were collected using semi-structured interviews and artefacts from nine participants in a Chinese university writing classroom. Data analysis revealed that students increased their goal-oriented planning for the writing task and the monitoring of their learning process in metacognitive learning activities. Changes in cognitive writing strategies for the enhancement of strategic text processing were apparent, as well as the development and use of strategies for processing learning resources. While students heightened their interest in the multiple-draft practice, developed self-reinforcement in motivational regulation strategies, and became more proactive in feedback inquiry, they remained less active in peer learning. The findings suggest that process and self-regulatory oriented feedback can facilitate EFL writers to develop and deploy self-regulated writing strategies. A number of theoretical and pedagogical implications are offered based on the findings of the study.

University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: Exploring between-person and within-person associations.

University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: Exploring between-person and within-person associations.

An Empirical Analyses of Relationships between Boredom Proneness and Motivational Regulation of College Students

이 연구에서는 권태성향과 학습 동기조절의 개념을 다루고, 대학생 173명을 대상으로 하여 권태성향과 학습 동기조절 변인과의 관계를 규명하였다. 권태성향 변인의 하위요인은 ‘내적 권태성향’, ‘외적 권태성향’이고, 학습 동기조절은 ‘가치조절’, ‘자기-결과적 조치’, ‘수행적 자기지시’, ‘환경 구조화’, ‘숙달적 자기 지시’,‘흥미 강화 전략’이다. 권태성향 변인의 하위요인과 학습 동기조절 변인의 하위요인 간에 Pearson 적률상관 분석결과, 내적 권태성향과 동기조절의 하위요인은 부적 관계(r=-.04 ~ -.41)로 나타났으며, 은 .17로 통계적으로 유의하였지만, 외적 권태성향은 다른 동기조절전략과의 상관이 통계적으로 유의하지 않았다. 학습 동기조절의 하위요인을 개별 종속변인으로 하고 권태성향의 하위요인을 독립변인으로 한 중다회귀분석 결과, 동기조절 변인 중 수행적 자기지시를 종속변인으로 한 모형을 제외하고 다른 5개 모형은 통계적으로 유의하였다. 또한 내적 권태성향은 종속변인인 동기조절을 부적으로 예측하였으며, 이는 통계적으로 유의하였다. 그러나 외적 권태성향은 종속변인인 동기조절의 하위요인 중 환경구조화(p<.05)만을 정적으로 예측하였다. 이상의 결과를 기초로 하여 권태성향과 학습 동기조절에 대한 시사점을 제언하였다.The concept of and the relationships between boredom proneness and motivational regulation were investigated using 173 college students. Relationships between 'internal' and 'external’ boredom proneness subscales and six subscales(value regulation, performance self-talk, self-consequating, environmental structuring, interest enhancement, mastery self-talk) of motivational regulation were investigated. The correlations among internal boredom proneness variables and the motivational regulation variables ranged from r =-.04 to -.41, and all showed statistically significant negative relationships except for those of performance self-talk and environmental structuring. The relationship between external boredom proneness and other motivational regulation strategies were not statistically significant (p>.05) except for the relationship with environmental structuring (b=.166, p< .05). Multiple regression analysis with the motivational regulation subscales as respective dependent variables and internal and external boredom proneness as independent variables were conducted. Except for the regression model with performance self-talk, all the rest five regression models were statistically significant. The regression model showed that except for environmental structuring as an outcome, internal boredom proneness predicted motivational regulation outcomes statistically significantly. However, except for environmental structuring, the external boredom proneness did not work as a statistically significant predictor of the motivational regulation subscales. Based on the above results, suggestions for boredom proneness and motivational regulation for learning were made.

Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course

College students in a learning to learn (L2L) course (n = 331) were contrasted with a group of students not enrolled in the course (n = 446) across multiple indicators of their self-regulated learning, behavioral and emotional engagement, and achievement. Using a pretest-posttest design with online self-report surveys, we found that, compared to their peers, students in the L2L course evidenced higher adjusted means at the end of the semester for their self-efficacy for SRL, growth mindset, and use of time management, environmental, metacognitive, and motivational regulation strategies. The L2L students also showed more adaptive levels of procrastination, classroom engagement, academic burnout, and sense of belonging. All these group differences emerged when controlling for a set of covariates that included students' prior achievement and the equivalent measure at the beginning of the semester. We discuss the implications for further research and for the implementation of college L2L courses.

The role of motivational components in metamotivational monitoring in medical students: a mixed method study

BackgroundIn metamotivational monitoring, students try to identify the declined motivational component in order to regulate their motivation. There is scarcity of evidence on which motivational components are targeted by the medical students when they use each motivational regulation strategies. This study aims were identifying motivational components in motivational regulation process, developing a measurement tool and, testing the predictive relationship between the motivational components and motivational regulation strategies.MethodsThis exploratory sequential design mixed method study is part of a project has been started from 2018 with medical students at Tehran University of Medical Science. First, in a qualitative study conducting a semi-structured in-depth interview, the motivational components were explored. The interviews continued until saturation of data. Then, in a psychometric study the validity and reliability evidence of questionnaire obtained. In the quantitative study, applying the convenience sampling method, 508 students completed the questionnaires. Predictive relation between the motivational regulation strategies and motivational components was assessed utilising Structural Equation Modelling. Path coefficients, T-Value, and R2 index were reported by SmartPLS software.ResultsIn the Exploratory Factor Analysis of Motivational Components Questionnaire (MCQ), 6 factors were discovered that explained 74% of the total variance. All paths in seven models of SEM showed a T-Value above 1.96 that means there is a significant correlation between all strategies and components. In examining the predictive relationships, each of the four components of self-efficacy, intrinsic value, self-relevant value and promotion value were specifically predicted by two motivational regulation strategies.ConclusionsEvidence of validity and reliability of the MCQ indicates that this questionnaire can be used in medical education contexts. Health Profession Educators can improve the academic motivation of students by identifying one or more declined motivational component and teaching specific motivational regulation strategies. It is recommended to hold training courses on motivational regulation strategies for medical school faculty, study-skills advisors, and students.

A Study on Motivational Regulation Strategies in English Acquisition of Junior English Majors

A number of previous studies in second language acquisition research motivational strategies in China, but there are scant experimental studies focusing on the group of English majors. The present study investigates motivational regulation strategies and the connections between English performance and the strategies. Participants were 107 junior English majors in Guangdong province in China. In this study, a questionnaire and a semi-structured interview are used to collect data. The main findings of this research include seven strategies: interest enhancement, performance self-talk, mastery self-talk, self-rewards, negative-based incentive, volitional control, and self-efficacy. From the codes of interview contexts, activation of digital media and multimedia needs to be seen as a useful strategy. What’s more, the results show that only negative-based incentives and self-efficacy enhancement have a significant difference in English performance. The findings can provide teachers and students with a deeper understanding of the new use of strategies in learning English as a second language acquisition.

A Correlation Study of Non-English Majors' Motivational Regulation Strategies and Their English Achievements

A Correlation Study of Non-English Majors' Motivational Regulation Strategies and Their English Achievements

Study on Motivational Regulation Strategies of Undergraduate Students in Memorizing English Vocabulary

Study on Motivational Regulation Strategies of Undergraduate Students in Memorizing English Vocabulary

Motivational regulation strategies for university physical education classes as liberal education and other related factors

Motivational regulation strategies for university physical education classes as liberal education and other related factors

An Investigation of Undergraduate L2 Writers’ Motivational Writing Regulation Strategies in Relation to Collaborative Learning Beliefs

The concept of motivational regulation has always been on the agenda of researchers; however, the role of motivational regulation has received relatively little attention in terms of writing skills. Hence, the present study aims to investigate the potential correlations between motivational writing regulation strategies concerning collaborative writing beliefs of undergraduate L2 writers. To this end, a total of 102 undergraduate L2 writers were surveyed. To collect the data, two research tools were used. The first one is the Writing Strategies for Self-regulated Learning Questionnaire (WSSRLQ) (Teng and Zhang 2016a). This questionnaire conceptualizes motivational writing regulation strategies in terms of cognitive, metacognitive, and social-behavioral factors. The second data collection tool employed in the present study was the Collaborative Learning Beliefs Survey, which was prepared based on Roskams (1999). According to the findings of the study, there is a correlation between self-regulated writing strategies and collaborative learning beliefs. Hence, it is suggested that EFL writing instructions focus on motivational regulation strategies and other aspects of self-regulated strategies to ensure effective L2 writing instruction.

Supplemental Material for University Students’ Self-Efficacy for Motivational Regulation, Use of Motivational Regulation Strategies, and Satisfaction With Academic Studies: Exploring Between-Person and Within-Person Associations

Supplemental Material for University Students’ Self-Efficacy for Motivational Regulation, Use of Motivational Regulation Strategies, and Satisfaction With Academic Studies: Exploring Between-Person and Within-Person Associations

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.

How to facilitate motivational regulation strategies: Perspectives on teacher humility and teacher-student relationship

Motivational regulation strategies have been found to indirectly influence student academic effort and achievement, confirming their effectiveness for students’ learning. However, due to very little effort in investigating the antecedents of facilitating the development of motivational regulation, applying the SOR model, this study aims to identify teacher humility as the key factor that can indirectly facilitate the development of motivational regulation strategies among students taking online lessons via teacher-student relationships. Using structural equation modelling, findings from data collected from 249 undergraduate students who attended online lessons confirmed the hypotheses that teacher humility was positively related to a better teacher-student relationship and in return led to increased motivational regulation strategies. The teacher-student relationship also fully mediated the influence of teacher humility on motivational regulation strategies. An extra analysis also revealed that enhancement of situational interest, mastery self-talk, and enhancement of personal significance are the three strategies influenced by teacher humility and teacher-student relationship most. Limitation and future research directions as well as the implications for the literature and classroom practices based on the findings were discussed.

Quantitative research on online English learning motivational regulation strategies of undergraduate English majors

The abrupt emergence of COVID-19 pandemic forced college students around the world to move courses online. Without timely monitoring or assistance offered by their teachers, some students may easily distract or may not motivate themselves when they are not willing to study. The purpose of this quantitative research is to explore whether there are significant differences between motivational regulation strategies (MRSs) used in the online learning context and different genders and grades of 224 undergraduate English majors in a certain university located in Changchun, China. The general level of MRSs used by those participants was high (M=157.35). The potential differences were proved by the quantitative data analysis. Through independent-sample t test, the research revealed that significant differences exist between MRSs and different genders. Specifically speaking, females used more MRSs than males. Also, significant differences could be seen from the following four factors of MRSs: regulation of mastery goals, regulation of situational interest, environmental structuring, and regulation of value. In addition, the result of analysis of variance showed that there were no significant differences between used MRSs and learners of different grades. It meant that most students still made their efforts to keep in line with what they had learned in the online learning text. Implications of this quantitative research are as follow. First, teachers would have a general view of MRSs used by their students so that they could adjust their teaching plans to make the most of their MRSs. Second, teachers could also turn to similar techniques provided by MRSs to encourage students in the online learning context.