Academic Goals in Relation to Motivational Self-Regulation Value Strategies
The benefits of self-regulated learning have been confirmed. However, research is still pending on motivational self-regulation. We studied the use of attainment value and cost strategies in a study sample of 821 secondary education students. Our results showed that the students made considerable us...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Revista Electrónica de Investigacion Educativa |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/1689 |
| Acceso en línea: | https://redie.uabc.mx/redie/article/view/1689 |
| Access Level: | acceso abierto |
| Palabra clave: | Self-motivation learning student motivation academic goals. Automotivación aprendizaje motivación de los estudiantes metas académicas. |
| Sumario: | The benefits of self-regulated learning have been confirmed. However, research is still pending on motivational self-regulation. We studied the use of attainment value and cost strategies in a study sample of 821 secondary education students. Our results showed that the students made considerable use of both strategies, that these strategies correlated positively with each other, that females made a significantly greater use of the cost strategy, and that greater use of each of the strategies was associated with a distinct multiple-goal student group. The results also enabled us to construct a general explanatory model of these strategies based on academic goals and self-efficacy, and independent of students’ sex or multiple-goal group. |
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