Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Abstract

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

Digital and Information Literacy Skills as a Base for University-Level Self-Regulated Learning

“…Referring to Saraswati and Harati's research, self-regulated learning requires students' consciousness of what and how they should learn. In line with Bakhtiar and Hadwin (2011), a learner's metacognitive consciousness (awareness of planning, monitoring, and evaluating themselves) can foster the learner's metacognitive control, cognition, behavior, and affective (Bakhtiar & Hadwin, 2022).…”

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

“…All students can learn to regulate their learning, because the capacity for self-regulation is not a personality type or trait that a person cannot control, but rather something modifiable and capable of change that can be improved with, among other things, the help of an appropriate teaching environment ( Roces and González-Torres, 1998 ; Bakhtiar and Hadwin, 2022 ). The findings of this study are consistent with other prior studies which highlight the importance of context in predicting regulatory behavior among students; they are significant not only in the field of education but in all contexts in which students need to exercise control over their own behavior.…”

“…It is also probable that students who perceive that the regulation of their learning is externally facilitated will have a greater appreciation of the teaching process, which will once again impact their well-being. We hope in future research to explain how that comes about ( Goe et al, 2008 ; de la Fuente, 2017 ; Putwain and Pescod, 2018 ; Baherimoghadam et al, 2021 ; Bakhtiar and Hadwin, 2022 ).…”

“…Dys-regulated learning (DRL) : DRL is a negative level of proactivity, i.e., an approach that is active but inadequate to regulate the individual’s own learning behavior. As can be seen, this dysregulation can have ‘negative consequences’ in terms of maintaining self-esteem, because individuals avoid the effort involved in proactive self-regulation and use self-handicapping, procrastination strategies, increased cheating in the exam hall, psychological reactance or other disruptive behaviors that ultimately do not promote learning or good psychological and moral adjustment ( Valle et al, 2007 ; Muntada, 2013 ; Kapoor and Kaufman, 2020 ; Kapoor et al, 2021 ; Pachón-Basallo et al, 2021 ; Bakhtiar and Hadwin, 2022 ; Navarro-Patón et al, 2022 ).…”

Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

“…Additionally, positive psychology emphasises the importance of self-regulation and goal-setting, helping students develop the discipline and motivation necessary for academic achievement. Positive psychology enhances academic success and contributes to individuals' overall well-being and fulfilment by focusing on these aspects (Bakhtiar & Hadwin, 2022).…”