Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon.

Abstract

This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy, outcome expectancy, and effort causal attribution; high mastery and performance approach and low work avoidance goal orientations; and positive affect. The low end of Dimension 1 linked low strategy use and effort to low self-efficacy, outcome expectancy, and effort causal attribution; high work avoidance goal orientation; and low affect. The high end of bipolar Dimension 2 linked knowledge-building strategies, but not active self-regulation or study effort, to high self-efficacy, outcome expectancy for learning but not grades, and affect causal attribution; high mastery goal orientation; and positive affect. The low end of Dimension 2 linked surface learning, consisting of active self-regulation and study effort but not personal knowledge building, to high effort causal attribution but low self-efficacy and outcome expectancy. Unipolar Dimension 3 linked learned helplessness to high outcome expectancy and external causal attribution but low self-efficacy; high work avoidance goal orientation; and high negative affect and anxiety.

A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

“…Students responded on a 5-point Likert-type scale with descriptors at each point (1= Almost never, 2 = Seldom, 3 = Sometimes, 4 = Often, 5 = Almost always). Shell and Husman (2008) documented an acceptable reliability estimate (α = .81).…”

“…Classroom Knowledge-Building Scale (SPOCK; Shell & Husman, 2008;Shell et al, 2005). The Self-Regulated Strategy Use scale assesses the extent of students' behaviors and strategies associated with self-regulation, such as of planning, goal setting, monitoring, and evaluation of studying and learning.…”

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

“…Perceived competence was included because it is considered as a key factor across many motivational theories (Wigfield & Eccles, 2000), including SDT (Deci & Ryan, 2000) that considers competence need satisfaction (as reflected through perceived competence) to facilitate autonomous functioning and in turn positive outcomes. Several studies have found perceived competence to relate positively to autonomous functioning (e.g., Vallerand, Fortier, & Guay, 1997), study efforts (e.g., Shell & Husman, 2008), and academic achievement (e.g., Grolnick, Ryan, & Deci, 1991;Vallerand et al, 1997). Therefore, we considered important to control for perceived competence before examining the relations of autonomous functioning to study efforts and procrastination.…”

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

“…Self-efficacy has also been found to influence performance during learning tasks (Bandura 1997;Hackett and Betz 1989;Lent et al 1984: Shell andHusman 2008). With respect to metacognitive processes, learners who have high self-efficacy for a learning task tend to engage in increased levels of metacognitive monitoring of both their understanding of task content and the relevance of learning materials (Moos 2014).…”