Do motivational regulation strategies contribute to university students' academic success?

Kryshko, Olena; Fleischer, Jens; Waldeyer, Julia; Wirth, Joachim; Leutner, Detlev

doi:10.1016/j.lindif.2020.101912

Cited by 57 publications

(54 citation statements)

References 53 publications

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“…In other words, at both academic levels, students did not receive any training that could help them harbor self-regulatory strategies. Such an issue dictates the necessity of university motivational self-regulation training ( Howlett et al., 2021 ; Kryshko et al., 2020 ; Wang et al., 2021 ; Zhang et al., 2020 ) and the significance of teacher involvement to foster students' self-understanding of their motivational tendencies to tweak their learning ( Chou, 2018 ; Seli and Dembo, 2020 ; Teng et al., 2020 ; Yan et al., 2020 ; Zhang et al., 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…However, with the opportunities furnished through technology, manifested in the portability and affordances of mobile devices, learning EFL becomes ubiquitous ( Alotumi, 2020 ). The vehicle for such omnipresent learning is SRL, which is supercharged by students' motivational beliefs ( Bai and Wang, 2021 ; Ge, 2021 ; Kryshko et al., 2020 ). The motivational orientation of Pintrich's (2004) SRL conceptual model is called Self-regulated Motivation (SRM) ( Uztosun, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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“…The regression test results that learning motivation affected learning achievement (Børsting et al, 2020).Because learning achievement would be maximized when student learning motivation grew (Kryshko et al, 2020), the learning atmosphere in its current conditions was inseparable from the role of technology which also coincides with the Covid-19 pandemic, so that the learning atmosphere used an online system (Tam et al, 2021). Then, educators and students were required to take advantage of existing technology so that the distance learning process could be optimal (Babvey et al, 2020;Katz et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Of course, students' learning motivation was influenced by several factors, including parenting style, to produce maximum learning achievement (Saini et al, 2020). The motivation of students who were guided by their parents intensively was higher than students with low parents' involvement at home during online learning (Kryshko et al, 2020;Rahiem, 2021). Apart from mentoring by parents, the role and support of teachers as educators was indispensable for online learning during a pandemic; one of the roles of teachers was as a facilitator and motivator, who should be able to encourage and support students to be passionate and active in the learning process (Md.…”

Section: Discussionmentioning

confidence: 99%

“…Many factors affected motivation and their impact on the student learning process; it was necessary to identify the motivation further and influencing factors during the online learning process during the Covid-19 pandemic (Lapitan et al, 2021).Learning motivation was one of the top priorities for students to continue to develop in the learning process in schools, especially online learning (Chhetri et al, 2021;Kryshko et al, 2020) because online learning was very influential on student learning motivation. In the current limited conditions, teachers 'understanding and creativity were necessary for packaging learning to attract students' attention and motivation in following the online learning stages (Mok et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Determinant Factor of Learning Motivation on High School Students' Learning Outcomes in Covid-19 Outbreak in Indonesia

2021

JEP

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During the pandemic, students are at home and learning from home online. Learning through online methods requires teachers and students to adapt and motivate themselves to live it. This study aimed to determine the determinants of learning motivation factors on high school students' achievement in the era of the Covid-19 pandemic in Indonesia. The research method was quantitative research conducted on 60 students of class XI SMA class 2 of high school in three private high schools in Surabaya, Indonesia. By selecting purposive sampling based on the researcher's inclusion criteria and the data collection using google form. Then the collected data were processed using statistical methods using the correlation approach (correlational research) and linear regression. This study was to test the hypothesis related to the correlation between learning motivation variables and learning achievement during online learning in the Covid-19 pandemic era. Based on the correlation analysis of motivation on learning achievement, the correlation coefficient (r) = 0.458 with a significant value of 0.000 <0.05. Because with a significance value of 0.000 <0.05, Ho was rejected, and H1 was accepted. There was a very significant relationship between the two variables between learning motivation and learning achievement. Meanwhile, from the coefficient value of 0.458 (in the range 0.41 -0.6), it could be concluded that the correlation between learning motivation scores and learning achievement was moderate. In other words, the higher the motivation to learn, the higher the learning achievement of students. Then according to the t-test, it could be seen that the significance value of 0.000 was smaller than 0.05; it could be concluded that Ho was rejected and H1 was accepted, which meant that there was a significant influence between learning motivation and students achievement.

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A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

et al. 2021

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Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

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Do motivational regulation strategies contribute to university students' academic success?

Cited by 57 publications

References 53 publications

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

The Determinant Factor of Learning Motivation on High School Students' Learning Outcomes in Covid-19 Outbreak in Indonesia

A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

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