Quantity and quality of motivational regulation among university students

Engelschalk, Tobias; Steuer, Gabriele; Dresel, Markus

doi:10.1080/01443410.2017.1322177

Cited by 41 publications

(63 citation statements)

References 33 publications

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“…The individual factors were typically related to the students' self-administered consequences, such as selfefficacy beliefs and self-discipline, for their own behaviors. The findings confirm those of previous studies that the contributory factors can be individual, that is, stemming from and being actively influenced by the students' beliefs and actions, or they can be situational, that is, related to the learning environment (Engelschalk et al, 2017;Järvenoja et al, 2015;Sakurai et al, 2016). The findings suggest that participation in a BL program can facilitate nursing students' SRL and MR (Hsu & Hsieh, 2014;McCutcheon et al, 2018;Shorey et al, 2018).…”

Section: Discussionsupporting

confidence: 88%

“…These findings confirm those of previous studies, namely the heterogeneity of MR. The choice of a strategy, the period in which it is used, and the extent to which it is used varies (Engelschalk et al, 2017;Järvenoja et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Rather, it is a dynamic state that can be actively influenced by situational factors, for example, pedagogy and interaction, and by the nursing students through their active regulation of motivation during learning (Engelschalk, Steuer, & Dresel, 2017;Järvenoja, Järvelä, & Malmberg, 2015;McComb & Kirkpatrick, 2016;Sakurai, Parpala, Pyhältö, & Lindblom-Ylänne, 2016). SRL refers to the intentional monitoring, activating, and sustaining behaviors as well as the cognitions, motivations, and affects that are oriented toward achieving learning goals (Pintrich, 2004;Zimmerman, 2011).…”

Section: Motivation Enhancement With Srlmentioning

confidence: 99%

“…Students have been found to implement motivational strategies differently (e.g. effectively or ineffectively) in challenging situations and the various phases of their studies (Barnard-Brak, Lan, & Paton, 2010;Engelschalk et al, 2017).…”

Section: Motivation Enhancement With Srlmentioning

confidence: 99%

See 3 more Smart Citations

Nursing students' motivation regulation strategies in blended learning: A qualitative study

Mäenpää

Järvenoja

Peltonen

et al. 2020

Nursing & Health Sciences

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Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Motivation Enhancement With Srlmentioning

confidence: 99%

Section: Motivation Enhancement With Srlmentioning

confidence: 99%

See 2 more Smart Citations

Nursing students' motivation regulation strategies in blended learning: A qualitative study

Mäenpää

Järvenoja

Peltonen

et al. 2020

Nursing & Health Sciences

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show abstract

“…The presumption is that effective learners employ motivational regulation strategies to initiate the learning process, to shield it F o r P e e r R e v i e w against interruptions, and to invest sustained effort in cognitive learning activities. Indeed, studies indicate that the use of motivational regulation strategies while learning is associated with better learning behavior, effort, and learning results (e.g., Engelschalk, Steuer, & Dresel, 2017;Grunschel, Schwinger, Steinmayr, & Fries, 2016;Schwinger, et al, 2009;Wolters, 1999).…”

Section: Introductionmentioning

confidence: 99%

Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

Daumiller

Dresel

2018

The Journal of Experimental Education

Self Cite

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Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated learning. During a 50-min learning session in a digital media learning environment, 215 university students received either no prompts, only metacognitive prompts, only motivational regulation prompts, or both types of prompts. Task value, metacognitive control, task-related learning activities, and knowledge were assessed at a pretest, posttest, and follow-up. The results replicated known positive effects of metacognitive prompts and revealed additional supportive effects of motivational regulation prompts on all dependent variables. Path modeling of the experimentally induced changes was in line with a theoretical model specifying proximal and distal effects of both prompts. Altogether, this indicates that especially motivational regulation prompts could be an effective scaffold to support SRL with digital media.

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Modelling, Assessing, and Promoting Competences for Self-Regulated Learning in Higher Education

Eckerlein

Dresel

Steuer

et al. 2020

Student Learning in German Higher Education

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Quantity and quality of motivational regulation among university students

Cited by 41 publications

References 33 publications

Nursing students' motivation regulation strategies in blended learning: A qualitative study

Nursing students' motivation regulation strategies in blended learning: A qualitative study

Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

Modelling, Assessing, and Promoting Competences for Self-Regulated Learning in Higher Education

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