Motivational Regulation Research Articles

The Impact of Learning Motivation on Students' Academic Performance: A Self-Determination Theory Perspective

Learning motivation plays a crucial role in students' academic performance. Self-determination theory (SDT), a theoretical framework for explaining human behavioral motivation, provides an important perspective for examining the impact of learning motivation on academic achievement. Based on SDT, this study conducts an in-depth analysis of the influence of intrinsic motivation, extrinsic motivation, and motivational regulation on students' academic performance. By comparing different types of motivation, the research finds that intrinsic motivation has a significant positive relationship with academic achievement, while extrinsic motivation can also enhance academic performance under certain conditions. This study aims to provide educational strategies for educators to improve students' academic performance, particularly in terms of motivation stimulation and autonomy support.

The Influence of Classroom Environment and Socio-Emotional Learning on EFL Writing Engagement: The Mediating Role of Motivation Regulation Strategy

The Influence of Classroom Environment and Socio-Emotional Learning on EFL Writing Engagement: The Mediating Role of Motivation Regulation Strategy

Theoretical aspects of ensuring the sustainability of agroindustrial production in modern conditions

The provisions in the development of theoretical and methodological foundations of state regulation of agroindustrial production in order to ensure its sustainability in terms of production, economic, social and environmen- tal components are developed. The revealed regularities of development in the context of world market trends and approaches of state regulation are presented. The mechanism of regulation of sustainable development of agroindustrial complex based on complex tools: program development, state support of agricultural producers, regulation of product market balance, stimulation, motivation and control is substantiated.

Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.

Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL). This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions. The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups. Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self-reports, and individual stimulated-recall interviews were conducted after the task. The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies. This study contributes to the methodological advancements for studying motivation as situation- and context-specific, emphasizing the use of different data channels to capture the dynamic interplay between the individual- and group-level aspects throughout the learning process. For educational practice, this study supports the claim that peer interactions, particularly in collaborative learning, play a crucial role in individual students' motivation.

Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students’ self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students’ preparation programs to maximize writing productivity. The students’ academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students’ writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisor–doctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.

Psychological well-being, resilience, self-determination and grit: The 'novelty' role in physical education classes.

In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environment. Currently, there are two scales available to assess the frustration of basic psychological needs (FBN) in the context of Physical Education. The objectives of the study are (a) to analyse the factor structures of both scales to compare them with each other and (b) to analyse the effect of FBN on resilience, grit and each of the motivational regulations. The study included 1439 high school students (M = 15.03 years; SD = 1.24). The majority of participants were Caucasian 83.4%, African 9.7%, South American 6.1% and Asian 0.8%. The analyses used to examine the factor structure of the scales were exploratory and confirmatory factor analysis, reliability analysis and discriminant validity analysis. Hierarchical linear regression analysis was used to analyse the relationship of FBN. Each of the scales showed greater robustness in its factor structure and reliability (2023, Physical Education and Sport Pedagogy, 1) scale: χ2/gl = 3.62; CFI = .92; NFI = .92; RMSEA = .061; (2020, Revista de Psicología del Deporte, 29, 91) scale: χ2/gl = 2.67; CFI = .96; NFI = .96; RMSEA = .048, SRMR = .037). Additionally, FBN was positively related to less self-determined motivational regulations, while it was negatively related to grit, resilience and more self-determined motivational regulations. Finally, the results highlighted that the (2020, Revista de Psicología del Deporte, 29, 91) scale, showing greater factorial robustness, obtained greater robustness in the relationships with the variables studied.

An autonomy-supportive intervention program for STEM teachers to enhance engagement among students.

An autonomy-supportive intervention program for STEM teachers to enhance engagement among students.

Why classroom climate matters: Exploring Japanese university students’ motivational regulation within a classroom ecology

This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their previous language learning experiences and their learning experience during the pedagogical intervention. The findings indicate that language teachers can enhance learners’ ‘motivational regulation’ by creating a supportive learning environment in the classroom.

The Brazilian Portuguese Version of the Behavioral Regulation in Exercise Questionnaire 3 (BREQ-3) Is Reliable and Valid for Assessing Motivational Regulations and Self-Determination in Exercise Among Adults Aged 50 Years or Older: A Methodological Study.

The study aimed to investigate the reliability, construct, and discriminant validity of the Behavioral Regulation in Exercise Questionnaire 3 (BREQ-3) for evaluating motivational regulations and self-determination for exercise in Brazilian adults aged 50 years or older. The study assessed motivation for exercise, peripheral muscle strength, physical performance, functional capacity, cardiovascular fitness, and frailty phenotype. Two raters independently applied the BREQ-3. The reliability was evaluated using internal consistency, test-retest reliability, and agreement. Construct validity was tested with Spearman's correlation coefficient and discriminant validity with the Kruskal-Wallis test. Eighty individuals participated in the reliability study, and 136 participated in the validation study. Motivational regulation and Self-Determination Index (SDI) internal consistency ranged from 0.55 to 0.82. Test-retest reliability ranged from 0.77 (95% CI 0.64-0.85) to 0.91 (95% CI 0.85-0.94), and inter-rater ranged from 0.80 (95% CI 0.68-0.87) to 0.92 (95% CI 0.88-0.95), except for amotivation, which had poor inter-rater and test-retest reliability. Additionally, moderate to weak correlations between various types of motivation and physical function tests were found (p < 0.05). Frail and pre-frail participants had lower SDI, integrated, and intrinsic motivation regulation than non-frail individuals (p < 0.05). This study confirmed the reliability, construct, and discriminative validity of the Brazilian Portuguese version of the BREQ-3 for evaluating motivational regulations and self-determination for exercise in older adults.

Early adolescents’ motivational regulation and academic achievement: Using multi-level modeling analysis based on self-determination theory

Early adolescents’ motivational regulation and academic achievement: Using multi-level modeling analysis based on self-determination theory

From need to action: decoding the role of motivation in adherence to home-based cardiac rehabilitation exercise in chronic heart failure patients

BackgroundAdherence to home-based cardiac rehabilitation exercise remains suboptimal, and motivation may be the intrinsic driving force. This study aimed to explore the role of exercise regulatory motivation in mediating the relationship between psychological needs and exercise adherence among chronic heart failure patients, and to develop a mechanism model.MethodsThis study adopted an explanatory sequential mixed-methods design. A hypothesized model of adherence behavior was developed. A survey was used to test the theory-driven model. A semi-structured interview delved deeper into chronic heart failure patients’ experiences with HBCR exercise, identifying reasons behind significant mediation effects and refining the mechanism model.ResultsA total of 248 eligible chronic heart failure patients participated in the quantitative study. Exercise regulatory motivation partially mediated the relationship between psychological needs and exercise adherence. In the qualitative study, 18 chronic heart failure patients from the quantitative sample were purposefully selected. Five sub-themes emerged from the textual data, which were distilled into two overarching themes: “Specific Functions of Pathway Variables” and “Reasons for Mediation Path Significance.” Integrating the qualitative and quantitative results, it was found that satisfying patients’ psychological needs for exercise activates regulatory motivation, which in turn triggers sustained exercise behavior. As motivation becomes increasingly internalized, patients are able to set clear goals and maintain or adjust their home-based cardiac rehabilitation exercise over the long term.ConclusionFrom a health psychology perspective, this study is the first to reveal the role of exercise regulatory motivation in linking psychological needs and exercise adherence among chronic heart failure patients, ultimately developing a mechanism model.Clinical Trial NumberNot applicable.

The Predictive Effects of L2 Writing Anxiety on Motivational Regulation Strategies: A Person‐Centered Approach

ABSTRACTUsing a person‐centered approach, the present study aimed to investigate the potential profiles of motivational regulation strategies for writing (MRSW) and examine the predictive effect of L2 writing anxiety on the membership of MRSW profiles. Data were collected from a sample of 604 secondary school students with two questionnaires. The Second Language Writing Strategies for Motivational Regulation Questionnaire (L2WSMRQ) was employed to identify the possible MRSW profiles, and the Second Language Writing Anxiety Inventory (SLWAI) was administered to reveal the association between these profiles and L2 writing anxiety among this population. Three distinct profiles (i.e., low, medium, and high MRSW profile) were identified via latent profile analysis. Multinomial logistic regression revealed that cognitive anxiety and avoidance behavior served as effective predictors of the membership of MRSW profiles. These findings may shed light on the heterogeneous configuration patterns of strategy use in EFL writing and provide practical implications for practitioners and researchers aiming to offer personalized instructions tailored to different profiles and anxiety levels.

Assessment of Strategic Knowledge of Learning From Errors in Higher Education

Abstract: In higher education settings, students are confronted with learning materials and topics of great difficulty. Therefore, learning from errors and dealing with them in an adaptive way tends to be important. Besides facets such as error culture, students’ learning in such situations might differ due to individual differences in strategic knowledge of dealing with errors while learning. In this study, we developed a scenario-based test that aims to measure strategic knowledge of learning from errors in higher education settings. Besides cognitive–behavioral strategies, affective–motivational regulation strategies were considered and a standard of comparison was derived through expert rating. The article addresses the evaluation of the psychometric properties of this test in German. Analyses relied on a sample of 178 university students. Findings showed good signs of unidimensionality. Construct reliability and test difficulty tended to be lower than optimal. Relationships with students’ tendencies to deal adaptively with errors in learning were also explored. Finally, research desiderata and areas of application are discussed.

The Affecting Mechanism of Fun of Learning Environment on Digital Literacy of High School Students Studying Japanese in Shandong Province, China

Digital literacy is the main cause of enhancing students’ future academic performance and promoting their growth, and fun learning activities are associated with digital literacy. Therefore, using a sample of 1,036 high school students studying Japanese in 23 schools in Shandong Province, China, the relationship between fun of learning environment and digital literacy, as well as the facilitating role of inner peace state and motivational regulation strategies, were investigated. The results confirm, for the first time, that fun in the learning environment was positively related to digital literacy of high school students studying Japanese in Shandong Province, China. That inner peace state and motivational regulation strategies had a facilitating effect. This suggests that high school students studying Japanese need not only fun learning activities but also the connection between experienced peace states of mind and self-motivated control strategies to promote their digital literacy fully in Shandong Province, China.

Social media engagement and luxury fashion purchase intention in Hong Kong: the role of motivation regulation and consumers’ materialistic values

PurposeThis research aims to examine the interplay between social media engagement, motivation and materialistic values on purchase intention towards luxury fashion brands among young Chinese consumers in Hong Kong. The study explores three key areas: the correlation between social media engagement and luxury purchase intention, the motivational factors that influence this relationship and the role of materialistic values within this context.Design/methodology/approachThe study employs a moderated mediation analysis approach to explore these relationships. A cross-sectional online survey was completed by 226 young Chinese respondents (aged 18–35) in Hong Kong. The survey aimed to measure the participants’ engagement with luxury fashion brands’ social media (predictor), materialistic values (moderator), intention to purchase luxury items (outcome) and their motivation regulation (mediator).FindingsThe study reveals a moderated mediation model. It indicates that consumers’ autonomous motivation, specifically intrinsic and identified regulation, acts as a mediator between social media engagement and luxury purchase intention. Interestingly, social media engagement has a more profound influence on the intrinsic motivation to purchase luxury items among consumers with less materialistic values.Originality/valueThis study pioneers in explaining luxury purchase intention in relation to social media engagement, autonomous motivation and materialism among young Chinese consumers in Hong Kong. Further, it highlights that by engaging in social media, non-materialistic consumers’ intrinsic motivation toward purchasing luxury goods can mirror that of their materialistic counterparts.

Motivational profiles in instrumental music learning: Perspectives on self-determination theory

This study examined the motivation of child and adolescent music students to learn instruments in five Austrian music schools using a person-centered approach. Drawing on self-determination theory, two autonomous and controlled forms of motivational regulation were surveyed. The results of a cluster analysis ( N = 616) were used to construct four motivational profiles: one autonomously motivated type (high quality), one overall highly motivated type (high quantity), one moderately autonomously motivated type (low quality), and one type with poor quantity motivation. The clusters showed differences in the support required to meet music students’ basic psychological needs in music lessons, which are essential determinants in the development of autonomous motivation, in the individual activity preferences associated with playing an instrument, and in the tendency to stop playing an instrument. No differences were found between the instrument groups and gender. This study provides theoretical and practical implications of a person-centered approach to music-related motivation research.

Learning to support self-regulation: empowering preschool teachers through understanding by design and blended learning

ABSTRACT In this study, preschool teachers’ self-regulation knowledge and practices were improved through a professional development program. The program was crafted using the Understanding by Design framework to facilitate the transfer of learned concepts into the classroom. A blended learning approach with synchronous and asynchronous components was used to accommodate time and location constraints. The program covered executive functions, metacognition, emotion regulation, and motivation regulation in five modules. Program effectiveness was assessed using a nested mixed-method design. The study included 68 preschool teachers from 26 Turkish cities. Pre- and post-tests were used to collect quantitative data, while electronic survey forms and focus group interviews were used to collect qualitative data. The program significantly increased teachers’ use of metacognition and emotional-motivational regulation practices. Teachers’ belief in children’s control potential improved, resulting in significant shifts in their understanding and application of self-regulation.

Exploring the Relationships among Perceived Teacher’s Autonomy Support, Motivational Regulations, and Social-Emotional Outcomes

The present study examined the relationships among perceived teacher’s autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher’s autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher’s autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher’s autonomy support and test anxiety and perceived stress. Teacher’s autonomy support may serve as a potential approach to develop students’ positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students’ motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher’s autonomy support on students’ SEL-related outcomes.

Program Reach and Motivational Correlates of Exercise Behavior among Program Participants with Visual Impairment

ABSTRACT Introduction Adults with visual impairments (VI) experience unique barriers to exercise. Targeted exercise programming can eliminate barriers, but little is known about who engages in such programs. This cross-sectional study a) describes program reach and motivational correlates of exercise behavior among members of specialized exercise programs offered to adults with VI; b) examines demographic, psychological, and behavioral differences according to VI severity; and c) assesses the interrelationships between motivational characteristics and exercise behavior. Methods Data for program participants were provided to researchers by the partnered organization with participant consent. A total of 118 participants also completed a post-program survey on motivational characteristics and exercise behavior. Reach was assessed with descriptive statistics. T-tests and chi-squared tests were used to analyze respondent representativeness compared to the population of program participants (demographically) and normative values (motivationally). Analysis of variance examined differences according to VI severity. Pearson’s correlations and multiple regression assessed strength and independence of relationships between motivational variables and exercise. Results Programs attracted mostly equivalent groups of individuals across gender and varying severity of VI. Survey respondents were representative of program participants but were significantly more approach motivated and less avoidance motivated than published norms, and mostly exhibited autonomous forms of motivational regulation for exercise. Differences according to VI severity were not significant. Relationships between approach motivation and exercise were no longer significant when modeled with motivational regulation for exercise. Identified regulation was the lone significant predictor of exercise in the multivariate model. Conclusion This study presents a novel understanding of the demographic and motivational reach of specialized programming for adults with VI, as well as the motivational correlates of exercise behavior among existing program participants. Motivational characteristics were related to exercise behavior in a way that was consistent with theory, such that contextualized motivational regulation demonstrated stronger associations with exercise behavior than motivational dispositions.

Can Self-Regulation make a difference? Exploring Students’ Voices in Academic Writing Course

Self-regulated learning (SRL) is a core conceptual framework to understand the cognitive, motivational, and emotional aspects of learning This study is aimed at exploring EFL learners’ self-regulated learning experiences in academic writing courses. This study uses a quantitative method by giving some questionnaires to all students who enroll in that course in at the university. The questionnaire contained 32 statements with four indicators, namely 1) cognitive strategies, 2) metacognitive strategies, 3) social behavioral strategies and 4) motivational strategies. The results of this research are as follows: 1) All respondents have diverse self-regulated learning experiences in academic writing courses, 2) The experience possessed by respondents in the aspect of cognitive strategies amounted to 78.2%, in the aspect of metacognitive strategies with an amount of 80.4%, in the aspect of social behavioral strategies amounted to 71.3%, while in the aspect of motivational regulation strategies amounted to 71.3%. The implication of this research is to provide a wealth of knowledge about the experience of self-regulated learning with English language learning. Another implication is that the results of this study can be a reference in English language learning. The results of this research provide a scientific contribution to the psychological study of self-regulated learning associated with the study of English education.