Motivational Regulation Research Articles

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.

Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach

BackgroundMotivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain overlap, particularly among strategies involving reappraisals of personal competencies, but also unique (i.e., non-overlapping) strategies. Empirically, however, motivational regulation (MR) and emotion regulation (ER) have had little intersection in prior research and stem from rather disconnected research traditions. AimsBuilding on previous work on the functional interplay between students’ motivation and emotion, we examined similarities and differences in MR and ER strategies and tested the assumption that MR strategies are also used to regulate emotions, and ER strategies to regulate motivation, in study situations. SampleParticipants were 1,466 university students. MethodUsing a within-person design, students reported on their use of various strategies for managing regulatory problems involving either low motivation or negative emotions (anxiety, boredom). ResultsUsing CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across motivational and emotional regulation problems. These correlations were even stronger, and mean differences smaller, than those found for regulatory problem distinctions within motivational and emotional problems. ConclusionsThe findings indicate that many designated MR and ER strategies as distinguished in current taxonomies may be relevant for managing both motivational and emotional problems and underscore the need for joint theoretical perspectives on MR and ER.

Regulações motivacionais para a prática de exercício físico e a relação com as necessidades psicológicas básicas

To investigate and correlate the relationship between motivational regulation and the fulfilment of basic psychological needs among university students. A total of 329 university students took part in this study. The instruments used to analyze motivational regulation were the Physical Exercise Behaviour Regulation Questionnaire — 3 and the Basic Psychological Needs Satisfaction Scale. The Statistic Package for Social Sciences software was used. Basic psychological needs are positively related to the more internal constructs of motivational regulation (intrinsic and integrated), as well as to the self-determination index. The results show that there is a relationship between the constructs of the self-determination theory, since the higher the levels of satisfaction of basic psychological needs, the greater the more self-determined motivational regulations, favoring positive behavior with regard to physical exercise.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

초등학생의 내재적 조절동기에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

Objectives This study aimed to examine multilevel structural relationships between student and school characteristic variables affecting intrinsic regulatory motivation in sixth-grade elementary school students. At the student level, teacher-student relationships and peer relationships were set as influencing factors, while at the school level, teacher enthusiasm and teacher pressure for achievement were set as influencing factors, with academic self-concept as a mediator. Methods The second-year data from the Korea Education Longitudinal Study 2013 (6th grade of elementary school) was analyzed using multi-level path analysis, which takes into account the hierarchical attributes of students and schools. To verify the goodness-of-fit of the research model, the partially-saturated model method was applied, and the mediating effects of academic self-concept were tested using a Monte Carlo 95% confidence interval. Results At the student level, students' academic self-concept increased with better teacher-student and peer relationships, and higher academic self-concept led to higher levels of intrinsic regulatory motivation. At the school level, higher teacher enthusiasm was associated with higher overall academic self-concept among students, and higher academic self-concept positively influenced intrinsic regulatory motivation. The results of the mediation analysis showed that at the student level, academic self-concept partially mediated the relationships between teacher-student relationships and peer relationships and classroom attitudes, while at the school level, academic self-concept played a fully mediating role in the influence of teacher enthusiasm on intrinsic regulatory motivation. Conclusions Based on the analysis results of this study, specific strategies for enhancing intrinsic regulatory motivation in elementary school students were discussed in detail.

Paving the Path to Permanence: Filipino HEI Instructors’ Experience of Balancing Work and Studies in Pursuit of Permanent Teaching Positions

While the Commission on Higher Education of the Philippines mandates graduate degrees for college instructors, the lived experiences of these educators pursuing them amidst demanding schedules and unclear career goals remain under-researched. Hence, this study explored the lived experiences of SUC instructors pursuing graduate degrees as part of the minimum job requirement. Through online posting, a total of 12 participants were recruited from different state colleges and universities in the Philippines. Eight participants were interviewed in-depth, and the other 4 participants had focus group discussions. Themes emerged, focusing on challenges regarding time management issues, an overwhelming workload, and job security concerns. These challenges underscore the urgent need for interventions to support these educators. Regarding their coping mechanisms, they observed help-seeking behavior and strategic rest for well-being. As to their insights, institutional financial support transcends. Conclusively, the main essence of completing their graduate degree is to achieve knowledge to feel empowered and as a path to permanence. These themes highlight the need for a specific intervention addressing time management, career planning, help-seeking behavior, financial literacy, and motivation regulation.

The role of metamotivational knowledge in the regulation of motivation.

The role of metamotivational knowledge in the regulation of motivation.

Management of Arabic Language Learning Based on Self-Regulated Learning and Its Application at The Modern Islamic Boarding School

The background of the research shows that the strategy carried out by the modern Islamic boarding school in the implementation of Arabic language learning management based on self-regulated learning is a distinctive scientific phenomenon. This study examines the application of self-regulated learning-based Arabic language learning management. As a field research through qualitative research with a phenomenological paradigm, the research data was obtained through interviews, observations, documentation, and reference searches to be further processed and analyzed through reduction, exposure, and conclusion of data. The study results show that the components of self-regulated learning, which in this case consist of motivation regulation, planning, effort regulation, attention focusing, task strategies, using additional resources, and self-instruction, can be identified which are applied to sit students as creative learning subjects. The conclusion shows that applying various self-regulated learning components contributes to shaping students' creativity in participating in Arabic language learning.

Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL

This paper introduces a theory-driven trigger regulation framework for advancing multimodal analytical approaches to research about self-regulated learning. Events and/or situations that may inhibit learning processes and, thus, require regulatory responses are defined as trigger events. Empirically identifying trigger signals in multimodal data as markers for the regulation of cognition, motivation, emotion, and behavior has great potential for advancing the field. We propose a trigger regulation framework and explain how it can be leveraged in multimodal research for detecting trigger signals focusing analysis on meaningful regulatory responses. This conceptual framework offers potential to guide methodological and analytical advances in research to examine the situated nature of regulatory responses and within-person individual differences in SRL as they play out during complex task work and teamwork. Educational relevance and implications statementThe trigger regulation framework contributes to advancing multimodal approaches to the study of SRL. It presents a theory driven analytical approach for detecting, modeling, and interpreting adaptive and maladaptive regulation during individual or collaborative work. Grounding analytical approaches to multimodal data analysis in this framework has potential to increase the quality and accuracy of research findings and interpretations and inform the development of interventions and AI systems.

The Correlation between Motivational Regulation Strategies and Students’ Writing Ability

The present study looked for kind of motivational regulation strategies used by students with high and low writing ability and found relationship between students’ motivational regulation strategies and writing ability. The method in this study is quantitative with correlational study research design, the subject of the study is 31 English education students in one of state university who took argumentative writing classroom. The questionnaire from Wolters & Benzon (2013a) are used in this study as research instrument of motivational regulation strategies. The result showed different motivational regulation strategies used by students with high writing ability and low writing ability. Students with high writing ability tended to use regulation of value (M=4.04). Furthermore, there is no significant relationship between students’ motivational regulation strategies and their writing ability. Some findings are in line with the research conducted by Wolters & Benzon (2013a) about average of motivational regulation strategies used by students, however, further research in how far motivational regulation strategies affect to students’ writing ability can be conducted by other researchers.

The relationship between the environment and physical activity-related motivational trajectories

The study explores motivational profiles for physical activity, using self-determination theory’s full continuum of motivational regulations, and examines their stability over three months. Furthermore, it investigates whether physical environment and community characteristics are associated with transitioning between profiles, as well as the sociodemographic differences in these motivational transition pathways. Data were collected from 305 U.S. residents at three time points. The three profiles—‘low in motivation’ (23.5 % of the sample in wave 1), ‘self-determined motivation’ (41.4 %), and ‘ambivalent motivation’ (35.0 %)—were relatively stable. Staying in the low-in-motivation profile was negatively associated with being active in social settings, community support, perceived environmental restorativeness, and availability of physical activity opportunities. Having a higher education and income, being male, employed, married or in a partnership, and identifying as White were associated with being in a motivationally positive profile in the last wave of the study. These profiles reported higher activity and life satisfaction.

The Relationship Between Motivational Regulations and Intention to Continue Sport in Injured Athletes

Background: Injured athletes are prone to quit sports due to several factors, including changes in motivational regulations, and their intention to continue in sport comes with special challenges. Objectives: Based on the self-determination theory (SDT), we investigated the relationship between motivational regulations and intention to continue sport in athletes with a history of injury. Methods: One hundred twenty-one injured athletes (M age = 24.68, SD = 7.74) participated in this study and filled out a multi-section questionnaire. Results: Path analysis showed that injured athletes’ introjected regulation positively predicted their intention to continue in sport (path coefficient = 0.30). Conclusions: Findings showed that introjected regulation would consider as impornat criteria in persitising sport in athletes after experiencing injury.

Does academic motivation contribute to the self-esteem of students at the graduate level? A case study of universities in the southern districts of Khyber Pakhtunkhwa, Pakistan

This study explored the impact of students' academic motivation on self-esteem at the graduate level. The respondents of this study were 375 university students enrolled in a Bachelor of Science (BS) program in nine disciplines from all four public sector universities in the southern districts of Khyber Pakhtunkhwa. Two standardized questionnaires, i.e., the Academic Motivation Scale, a tool consisting of 28 items for measuring academic motivation, and Rosenberg's Scale for measuring self-esteem, consisting of 10 items that measure self-respect by assessing both positive and negative emotional states about the self, were used. In light of the objectives and hypotheses, mean, and standard deviation (SD) were used to find out the level of academic motivation and self-esteem of the students. Linear regression was applied to find out the impact of students' academic motivation on their self-esteem. Moreover, an independent t-test was used to explore the difference in academic motivation and self-esteem between male and female students. There was no significant difference in the academic motivation and self-esteem of the students at the graduate level. The results showed that the university students at the graduate level had a high level of academic motivation and self-esteem. A unit change in overall academic motivation, knowledge, and stimulation parts of intrinsic motivation and identified and external regulation of extrinsic motivation bring 0.678, 0.218, 0.223, 0.122 and 0.172 change in self-esteem, respectively, while the constructs i.e., accomplishment (intrinsic motivation), introjected (extrinsic motivation), and amotivation are non-significant as p > 0.05.

Understanding the relations between achievement goals and self-regulated learning: a multiple goal perspective

The primary objective was to investigate the relations between college students’ achievement goals and their engagement in self-regulated learning using a person-centered approach. College students (N = 364) completed surveys that assessed mindset, self-efficacy, anxiety, achievement goals, and self-regulated learning. Latent profile analyses identified three types of achievement goal profiles: high all, high approach, and low performance. Results showed that self-efficacy and anxiety were significantly associated with the achievement goal profiles. Students who reported high levels of self-efficacy but low levels of anxiety were more likely to endorse the high approach profile. In addition, we found significant mean-level differences across the achievement goal profiles for students’ reported engagement in self-regulated learning concurrently (time management, procrastination) and later in the semester (motivational regulation, environment management). Students in the high approach profile demonstrated the most adaptive pattern of self-regulated learning. Overall, findings provide support for a multiple goal perspective that endorsing both mastery-approach and performance-approach goals can be beneficial.

Who stays? Who goes? Motivation and tendency to drop out in music schools.

Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument.