The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

Abstract

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic motivation and the use of self-regulated learning strategies. Teaching guidelines and pedagogical examples for enhancing intrinsic motivation are provided.

Enhancing Students’ Learning Motivation through Reflective Journal Writing

“…The technique has been worldwide used in teaching practice for many decades. Among its advantages RJW they mention development of motivation and clearly demonstrate the link between implementation of Reflective Journal (RJ) and motivation enhancement in learners (Farrah, 2012;Walker, 2006;Lear, 2013;Young, 2014).…”

Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education

“…The presence of a number of educational mission declarations asserting their attempts and attainments in improving this characteristic in learners also requires the supposition of autonomy for learners. In an educational setting, there are different terms used for the concept of autonomy such as self-managed learning (Greenberg, 1987;Risemberg & Zimmerman, 1992;Wolters, 1998), self-directed learning (Biemiller & Meichenbaum, 1992), self-controlled learning (Anderson & Prawat, 1983;Zimmerman & Martinez-Pons, 1990), self-initiated learning (Lindner & Harris, 1993;Purdie & Hattie, 1996), self-motivated learning (Alderman, 1999;Ames, 1992;Stipeck, 1993;Young, 2005). Regardless of these various phrases used for the issue of autonomy, only self-regulated learning has gained significance in representing the issue of autonomy in its academic meaning (Boekarts, 2002;Corno, 2001;Zimmerman, 2001).…”

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

“…The three theories emphasize the importance of appropriately challenging academic work for students and stressed the importance of a sense of ownership over the learning process (Urdan & Schoefelder, 2006). Meanwhile, Young (2005) states that the cognitive evaluation theory also explains effect of learning environment on learning motivation. Cognitive evaluation theory tests the perceived competency (self-efficacy) and task value affects the motivation.…”

“…According to Young (2005), learning environment can affect self-regulated learning and learning motivation. Results of previous studies have consistently shown that the learning environment affect students' academic self-efficacy and students' self-efficacy beliefs in academic performance and affect the improvement of learning environment and students' achievement (Velayutham & Aldrige, 2013).…”