[PDF] The relation between task-specific motivational profiles and training of self-regulated learning skills | Semantic Scholar (2024)

FAQs

What is the relationship between motivation and self-regulated learning? ›

Students who are motivated to reach a certain goal will engage in self-regulatory activities they feel will help them achieve that goal. The self-regulation promotes learning, which leads to a perception of greater competence, which sustains motivation toward the goal and to future goals.

According to Pintrich (2000) model, SRL is compounded by four phases: (1) Forethought, planning and activation; (2) Monitoring; (3) Control; and (4) Reaction and reflection.

It was also indicated that there is a significant negative correlation between self-regulated learning and academic procrastination. Also, regression analysis indicated that self-regulated learning is a strong predictor of academic procrastination of college students.

First, she developed a structural model (Figure 5) in which self-regulation was divided into six components, which are: (1) domain-specific knowledge and skills, (2) cognitive strategies, (3) cognitive self-regulatory strategies, (4) motivational beliefs and theory of mind, (5) motivation strategies, and (6) ...

Regulation of motivational strategies is an important facet of self-regulated learning. Similar to the regulation and selection of cognitive strategies appropriate for accomplishing a learning task, individuals also regulate motivational strategies that influence choice, effort, and persistence.

Developing a deeper awareness of our motivational drivers can help us with the essential and difficult work of self-regulation: making conscious choices to manage our emotional impulses and respond more objectively (and productively) to life's challenges.

Cognitive (critical thinking, elaboration, organization, and rehearsal) and behavioral (time and effort management, peer learning and adaptive help seeking) self-regulatory skills are key components of the phases of control and monitoring in the Pintrich's (2000) model of self-regulated learning.

Self-regulated learning theory. SRL theory attends to the development of three learning processes: metacognition, motivation, and strategic action (Winne & Perry, 2000; Zimmerman, 2008). Metacognitive learners are aware of their personal learning strengths and challenges.

Well, to sum up, self-regulated learning is not a fuzzy or vague concept, but a systematic human learning process, which has three sequential steps: Forethought, Performance, and Self-reflection.

Students with better cognitive self-regulation can have better educational performance by managing their emotions and emotional influences. They also have a great motivation to study and can make targeted planning.

What is the relationship between self-regulated learning and metacognition? ›

Self-regulated learning can be broken into three essential components: cognition – the mental process involved in knowing, understanding, and learning; metacognition – often defined as ​'learning to learn'; and. motivation – willingness to engage our metacognitive and cognitive skills.

A higher sense of efficacy leads students to perform those activities that they believe will result in learning. As students work on tasks, they derive information about how well they are learning. The perception that they are comprehending material enhances efficacy and motivation.

Specifically, self-regulated learning consists of three components: cognition, Metacognition, and motivation. The cognition component includes the skills and habits that are necessary to encode, memorize, and recall information as well as think critically.

The four components of self-regulation theory described by Roy Baumeister are standards of desirable behavior, motivation to meet standards, monitoring of situations and thoughts that precede breaking standards and willpower, or the internal strength to control urges.

Self-regulated learning refers to one's ability to under- stand and control one's learning environment. Self- regulation abilities include goal setting, self- monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996).

Self-Regulation is the capability to control and alters one's behavior or response. A simple example would be the ability to save money each month to obtain a new iPad. Motivation is the inclination to do something. Learners have the opportunity to control their knowledge based off of theories of self-regulation.

The self-concept is a source of work motivation in that individuals are motivated to maintain and enhance an internalized view of the self. Specifically, the meaning that individuals attribute to information is often a function of the strength of their self-perceptions and their need to affirm their self-concept.

Self-regulated learning requires the use of cognitive skills, and intrinsic motivation is part of the self-regulated learning process (Bandura, 1997; Zimmerman & Bandura, 1994; Zimmerman & Martinez-Pons, 1990).

Students with better cognitive self-regulation can have better educational performance by managing their emotions and emotional influences. They also have a great motivation to study and can make targeted planning.