Assessment and Relationships of Conditional Motivational Regulation Strategy Knowledge as an Aspect of Undergraduates' Self-regulated Learning Competencies

Abstract

Abstract. For learners, motivational regulation represents a daily challenge in terms of initiating, increasing and maintaining motivation. Crucial here is conditional knowledge about which motivational regulation strategies are appropriate for which specific motivational problems. This paper addresses the relationships between this type of strategy knowledge and regulatory effectiveness and characteristics of learning behavior. In a sample of 188 undergraduates, this strategy knowledge – assessed with a newly developed Situational Judgement Test – showed moderately positive correlations with motivational regulation on the behavioral level. Moreover, it was positively related to the effectiveness of motivational regulation and effort. Hence, conditional motivational regulation strategy knowledge is relevant and contributes to an extended understanding of motivational regulation in the higher education context.

Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English

“…Since a positive error climate is negatively interrelated with the experience of fear (cf. Kreutzmann et al 2014), one could have presumed that the perception of the error climate in mathematics is less positive. Second, errors often are directly "visible" in mathematics so that one can react more quickly to them and feedback may be given more often.…”

“…Also, a positive association of the error climate with motivational characteristics and learning characteristics like higher self-efficacy expectations, stronger interest, and more willingness to put in effort was demonstrated in this study. Moreover, interrelations with grades could be proven (Kreutzmann et al 2014). In other studies, interrelations between error climate and achievement-assessed via achievement tests (for German and English: DESI-Konsortium 2008; for English: Käfer et al 2018; for mathematics: Steuer 2014)-could be empirically shown.…”

“…A positive error climate is closely related to adaptive individual reactions following errors. This is true for rather cognitive-behavioral reactions (concrete learning behavior that is focused on overcoming the error and underlying misconceptions) as well as for affective-motivational reactions after errors (maintaining motivation and positive emotions towards the learning content) (Kreutzmann et al 2014;. Kreutzmann et al (2014) analyzed a series of characteristics with respect to their interrelations with the error climate by using a sample of 421 primary school students.…”

“…This is true for rather cognitive-behavioral reactions (concrete learning behavior that is focused on overcoming the error and underlying misconceptions) as well as for affective-motivational reactions after errors (maintaining motivation and positive emotions towards the learning content) (Kreutzmann et al 2014;. Kreutzmann et al (2014) analyzed a series of characteristics with respect to their interrelations with the error climate by using a sample of 421 primary school students. Associated with the interrelation between the error climate and emotions, it could be revealed that the error climate is positively related to the experience of positive emotions (like joy for learning) and negatively with unfavorable emotions (like fear and experiencing helplessness).…”

Advances and perspectives of competence research in higher education – Report on the German KoKoHs program

“…About half of the projects in this working stage focused in particular on the development and validation of complex technology-based assessments, which were mostly performance-oriented (for an overview, see Zlatkin-Troitschanskaia & Shavelson, 2019). Innovative technology-based formats were implemented in these projects, for instance, for assessing students’ multiple document comprehension while they are reading several academic texts (Hahnel et al., 2019), or for assessing students’ self-regulation skills using computer-based learning diaries and mobile assessment apps (Steuer et al., 2019). Computer-based assessments such as video-based tests and simulations have been used in the majority of KoKoHs projects.…”