How are incremental theories about studying motivation related to effective motivation regulation?

Trautner, Maike; Schwinger, Malte

doi:10.1016/j.lindif.2022.102232

Cited by 4 publications

(3 citation statements)

References 72 publications

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“…In other words, experiential motivation (related to perceived playfulness) based on emotions, feelings, and relational knowledge in social interaction can drive learners’ choice of and persistence in learning activities (Singleton, 2015), indicating a stronger role within the motivational-affective components of self-regulated learning in enhancing self-regulatory success. To sum up, although the current study about the malleability of various personal attributes have been linked to successful self-regulation in several domains (e.g., abilities and emotions), and extended to achievement motivation in the context of self-regulated learning (Trautner & Schwinger, 2022), few empirical studies have focused on the impact of the above-mentioned crucial attributes individual perceived on the motivation regulation process in blended learning environments in higher education.…”

Section: Methodsmentioning

confidence: 99%

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

Huang,

Lee

2023

SAGE Open

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Since the outbreak of the COVID-19 pandemic, social media are used frequently in the process of teaching and learning interaction, which not only endows learning with sociality, but also poses challenges to students’ autonomous learning behavior. To identify the influencing factors of motivation regulation in blended learning environments, we need to pay more attention needs to the mechanisms and strategies that support students’ long-term interests. The results revealed that social interaction and perceived playfulness are important factors affecting students’ motivation regulation, and teachers’ support of autonomy, emotion, and ability play a regulatory role. The results present internal and external driving forces of students’ motivation regulation, which are useful for educators to understand the plasticity of motivation and the inequality of learning achievements of specific student groups. Therefore, teachers are required to play a more supportive role in the social learning environment based on game thinking and interactive design to enhance students’ learning motivation.

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Section: Methodsmentioning

confidence: 99%

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

Huang,

Lee

2023

SAGE Open

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“…For example, a series of studies by Trautner and Schwinger (2020) showed that students’ self-efficacy for motivation regulation (e.g., “even for rather boring tasks in my studies I can almost always motivate myself”) was positively associated with their self-reported effort expenditure and that this association was partly mediated by the students’ use of motivation regulation strategies (see also Kryshko et al, 2022, 2023). In addition, Thoman et al (2020) demonstrated that participants’ mindset beliefs about the malleability of interest (e.g., “you have a certain amount of interest in an activity, subject, or object and you really can’t do much to change it”) were positively associated with their use of interest-enhancing strategies when working on a boring task (see also Trautner & Schwinger, 2022).…”

Section: Exploring Metamotivational Self-knowledgementioning

confidence: 99%

The role of metamotivational knowledge in the regulation of motivation.

Miele,

Fujita,

Scholer

2024

Motivation Science

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Researchers from social and educational psychology have typically taken distinct approaches to investigating how individuals regulate their motivational states. The metamotivational framework that we describe in this article serves to bridge these approaches by drawing on insights from the literatures on metacognition and emotion regulation. Metamotivation refers to the psychological processes involved in monitoring and exerting control over one's motivational states. In contrast to prior approaches, which tend to concentrate on the strategies that individuals use to regulate the amount of motivation they have to pursue various goals (i.e., on motivation quantity), our metamotivational framework also focuses on how people determine which types of motivation (e.g., intrinsic vs. extrinsic, promotion vs. prevention, high-vs. low-level construal) are best suited for particular goals (i.e., on motivation quality). A central assumption of the framework is that people draw on at least three types of metamotivational knowledge when regulating the quantity and quality of their motivation: task knowledge, strategy knowledge, and self-knowledge. In this article, we provide a speculative account of how this occurs. We then review findings indicating that, on average, people have surprisingly accurate task and strategy knowledge about the adaptiveness of particular types of motivation for certain kinds of tasks (i.e., beliefs about task-motivation fit). The findings also suggest that individual differences in this knowledge may, at times, predict task performance and academic achievement. In the final section, we discuss some unexplored aspects of self-knowledge that could be the focus of new lines of metamotivational research.

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“…After this, the introjected regulation externalizes the locus. As a step towards the extrinsification of motivation, external regulation is established [1,10,12]. However, the authors establish the possibility of internalizing extrinsic motivation, gradually transforming it into intrinsic motivation, calling this process internalization [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Analysis of University Student Motivation in Cross-Border Contexts

Sánchez-Bolívar

Navarro-Prado

Sánchez-Ojeda

et al. 2023

IJERPH

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The development of the personality of university students can determine their affinities for certain disciplines; therefore, it is important to know their specific socio-demographic and motivational profile, what motivates them to start a certain university degree and what encourages them to continue with it, which can help to adapt the teaching methodology. A total of 292 university students from the University of Granada (Ceuta and Melilla campuses) participated in this quantitative study with a descriptive, cross-sectional design, in which motivation and social skills were analysed. Among the results, it can be highlighted that the student population is mainly female, with a higher level of motivation. Sociability, communication, thinking (optimistic or pessimistic), empathy and self-confidence are skills that affect university students’ motivation levels. This study highlights the importance and impact of students’ motivation on their learning and the development of their social competence, so it is essential to carry out educational interventions that promote these types of skills, especially in cross-border contexts, which can be demotivating environments.

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How are incremental theories about studying motivation related to effective motivation regulation?

Cited by 4 publications

References 72 publications

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

The role of metamotivational knowledge in the regulation of motivation.

Analysis of University Student Motivation in Cross-Border Contexts

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