Relationship between motivation and self-regulated learning
DOI:
https://doi.org/10.5433/1984-7939.2019v4n1p69Keywords:
Self-regulated learning, Learning strategies, Motivation for self-regulation, Motivational theoriesAbstract
This article shows how in recent history of Educational Psychology theorists considered relationships between motivation and self-regulation. More specifically, the aim was to review the literature about motivational constructs that antecede and further self-regulated learning. Researchers have chosen three theoretical models. First, studies results about the efficacy beliefs and their role for self-regulated learning were presented and discussed. Second, Achievement Goals Theory inspired many studies and mastery goal appeared as more often related to self-regulated learning. Last, some studies on the light of Self-Determination Theory provided evidences that motivational quality for self-regulation matters. Conclusions were drawn from those studies, and educational suggestions for teachers at school were proposed.
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References
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BANDURA, A. Self-efficacy: the exercise of control. New York: Freeman, 1997.
BERGER, J. L; KARABENICK, S. A. Motivation and students' use of learning strategies: evidence of unidirectional influences in mathematics classrooms. Learning and Instruction, Oxford, v. 21, n. 4, p. 416-428, 2011.
BOEKAERTS, M.; PINTRICH, P. R.; ZEIDNER, M. Handbook of self-regulation: theory, research, and applications. San Diego, CA: Academic Press, 2000.
BRADLEY, R. L.; BROWNE, B. L.; KELLEY, H. M. Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, Chula Vista, v. 51, n. 4, p. 518- 530, 2017.
BZUNECK, J. A. Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem. ETD - Educação Temática Digital, São Paulo, v. 20, n. 4, p. 1059-1075, out./dez. 2018.
BZUNECK, J. A.; BORUCHOVITCH, E. Motivação e autorregulação da motivação no contexto educativo. Psicologia: Ensino & Formação, Brasília, v. 7, n. 2, p. 73-84, 2016.
CAPRARA, G. V.; FIDA, R.; VECCHIONE, M.; DEL BOVE, G.; VECCHIO, G. M.; BARBARANELLI, C.; BANDURA, A. Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, Arlington, v. 100, n. 3, p. 525-534, 2008. DOI:10.1037/0022-0663.100.3.525.
DECI, E. L.; RYAN, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985.
DONCHE, V.; MAEYER, S.; COERTJENS, L.; DAAL, T.; PETEGEM, P. Differential use of learning strategies in firstâ€year higher education: the impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, Leicester, v. 83, n. 2, p. 238-251, 2013.
DÖRRENBÄCHER, L.; PERELS, F. Self-regulated learning profiles in college students: their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, Greenwich, v. 51, p. 229-241, 2016.
GUAY, F.; CHANAL, J.; RATELLE,C. F.; MARSH, H. W.; LAROSE, S.; BOIVIN, M. V. Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, Leicester, v. 80, p. 711-735, 2010.
GUIMARÃES, S. E. R. A organização da escola e da sala de aula como determinante da motivação intrínseca e da meta aprender. In: BORUCHOVITCH, E.; BZUNECK, J. A. (org.). A motivação do aluno: contribuições da Psicologia contemporânea. Petrópolis: Editora Vozes, 2018. p. 78-95.
HULLEMAN, C. S.; SCHRAGER, S. M.; BODMANN, S. M.; HARACKIEWICZ, J. M. A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, Washington, v. 136, p. 422-449, 2010.
LEE, W.; LEE, M.; BONG, M. Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, San Diego, v. 39, n. 2, p. 86-99, 2014.
LINNENBRINK-GARCIA, L.; WORMINGTON, S. V.; SNYDER, K. E.; RIGGSBEE, J.; PEREZ, T.; BEN-ELIYAHU, A.; HILL, N. Multiple pathways to success: an examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, Arlington, v. 110, n. 7, p. 1026-1048, 2018.
LIU, W. C.; WANG, C. K. J.; KEE, Y. H., KOH, C.; LIM, B. S. C.; CHUA, L. College students' motivation and learning strategies profiles and academic achievement: a self-determination theory approach. Educational Psychology, Dorchester on Thames, v. 34, n. 3, p. 338-353, 2014.
MAEHR, M. L.; MEYER, H. A. Understanding motivation and schooling: we'v been, where we are, and where we need to go. Educational Psychology Review, New York, n. 9, p. 371-409, 1997.
MATOS, L.; LENS, W.; VANSTEENKISTE, M.; MOURATIDIS, A. Optimal motivation in Peruvian high schools: should learners pursue and teachers promote mastery goals, performance-approach goals or both? Learning and Individual Differences, Greenwich, v. 55, p. 87-96, 2017.
MCCOMBS, B. L. Historical review of learning strategies research: strategies for the whole learner—a tribute to claire ellen weinstein and early researchers of this topic. Frontiers in Education, New Delhi, v. 2, n. 6, p. 1-21, 2017.
MOURATIDIS, A.; MICHOUB, A.; DEMIRCIOÄžLUC, A. N.; SAYILD, M. Different goals, different pathways to success: performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, Greenwich,v. 161, p. 127-135, 2018.
MÃœLLER, N.; SEUFERT, T. Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy. Learning and Instruction, Oxford, v. 58, p. 1-11, 2018.
NASCIMENTO, F. P. et al. Autorregulação e motivação em uma tarefa específica: uma abordagem centrada na pessoa. Estudos de Psicologia Campinas, Campinas, [2018]. No prelo.
PANADERO, E. A review of self-regulated learning: six models and four directions for research. Frontiers in Psychology, New Delhi, v. 8, p. 1-28, apr. 2017.
PAULINO, P.; SÁ, I.; SILVA, A. L. Autorregulação da motivação: crenças e estratégias de alunos portugueses do 7º ao 9º ano de escolaridade. Psicologia: Reflexão e Crítica, Porto Alegre, v. 28, n. 3, p. 574-582, 2015.
PINTRICH, P. R. The dynamic interplay of student motivation and cognition in the college classroom. In: AMES, C.; MAEHR, M. (ed.). Advances in motivation and achievement: motivation enhancing environments. Greenwich, CT: JAI Press, 1989. v. 6, p. 117-160.
PINTRICH, P. R. The role of goal orientation in self-regulated learning. In: BOEKAETS, M.; PINTRICH, P. R.; ZEIDNER, M. (ed.). Handbook of Self-Regulation: theory, research, and applications. San Diego, CA: Academic Press, 2000. p. 451-502.
PINTRICH, P.R. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, Arlington, v. 95, p. 667-686, 2003.
PINTRICH, P. R. A Conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, New York, v. 16, n. 4, p. 385-406, 2004.
RYAN, R. M.; DECI, E. L. Self-Determination theory: basic psychological needs in motivation, development, and wellness. New York: Guilford Press, 2017.
SCHUNK, D. H.; MEECE, J. L.; PINTRICH, P. R. Motivation in education: theory, research, and applications. 4. ed. Boston: Mass, 2014.
SCHUNK, D. H.; ZIMMERMAN, B. Motivation and self-regulated learning: theory, research, and applications. New York: Taylor & Francis, 2008.
SENKO, C.; HULLEMAN, C. S. The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, Arlington, v. 105, n. 2, p. 504-521, 2013.
URDAN, T. Examining the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school. Contemporary Educational Psychology, San Diego, v. 22, n. 2, p. 165-191, 1997.
USHER, E. L.; PAJARES, F. Self-efficacy for self-regulated learning: a validation study. Educational and Psychological Measurement, Durham, v. 68, p. 443-463, 2008.
VALLE, A.; CABANACH, R. G.; GONZÁLEZ-PIENDA, J. A.; NÚÑEZ, J. C.; RODRÍGUEZ, S.; ROSÁRIO, P. Perfiles motivacionales en estudiantes de secundaria: análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico. Revista Mexicana de Psicología, Guadalajara, v. 26, n. 1, p. 113-124, 2009.
VANSTEENKISTE, M.; MOURATIDIS, A. Emerging trends and future directions for the field of motivation psychology: a special issue in honor of prof. dr. Willy Lens. Psychologica Belgica, Louvain, v. 56, n. 3, p. 118-142, 2016.
VANSTEENKISTE, M.; SIERENS, E.; SOENENS, B.; LUYCKX, K.; LENS, W. Motivational profiles from a self-determination perspective: the quality of motivation matters. Journal of Educational Psychology, Arlington, v. 101, p. 671-688, 2009.
WEINSTEIN, C. E.; MAYER, R. E. The teaching of learning strategies. In: Wittrock, M. C. (ed.). Handbook of research on teaching. New York: McMillan Publ. Co., 1986. p. 315-327.
WEINSTEIN, C. E.; ACCE, T. W.; JUNG, J. Self-regulation and learning strategies. New Directions for Teaching and Learning, San Francisco, v. 126, p. 45-53, 2011.
WOLTERS, C. A. Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, Arlington, v. 96, n. 2, p. 236-250, 2004.
ZIMMERMAN, B. J. Attaining self-regulation: a social cognitive perspective. In: BOEKAERTS, M.; PINTRICH, P. R.; ZEIDNER, M. (ed.). Handbook of self-regulation: theory, research, and applications. San Diego, CA: Academic Press, 2000. p. 13-39.
ZIMMERMAN, B. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, Washington, v. 45, n. 1, p. 166 -183, 2008.
ZIMMERMAN, B. J. From cognitive modeling to self-regulation: a social cognitive career path. Educational Psychologist, Hillsdale, v. 48, n. 3, p.135-147, 2013.
ZIMMERMAN, B. J.; MARTINEZ-PONS, M. Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, Arlington, v. 82, p. 51-59, 1990.
ZUSHO, A. Toward an integrated model of [self-regulated] learning in the college classroom. Educational Psychology Review, New York, v. 29, p. 301-324, 2017.
BANDURA, A. Self-efficacy: the exercise of control. New York: Freeman, 1997.
BERGER, J. L; KARABENICK, S. A. Motivation and students' use of learning strategies: evidence of unidirectional influences in mathematics classrooms. Learning and Instruction, Oxford, v. 21, n. 4, p. 416-428, 2011.
BOEKAERTS, M.; PINTRICH, P. R.; ZEIDNER, M. Handbook of self-regulation: theory, research, and applications. San Diego, CA: Academic Press, 2000.
BRADLEY, R. L.; BROWNE, B. L.; KELLEY, H. M. Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, Chula Vista, v. 51, n. 4, p. 518- 530, 2017.
BZUNECK, J. A. Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem. ETD - Educação Temática Digital, São Paulo, v. 20, n. 4, p. 1059-1075, out./dez. 2018.
BZUNECK, J. A.; BORUCHOVITCH, E. Motivação e autorregulação da motivação no contexto educativo. Psicologia: Ensino & Formação, Brasília, v. 7, n. 2, p. 73-84, 2016.
CAPRARA, G. V.; FIDA, R.; VECCHIONE, M.; DEL BOVE, G.; VECCHIO, G. M.; BARBARANELLI, C.; BANDURA, A. Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, Arlington, v. 100, n. 3, p. 525-534, 2008. DOI:10.1037/0022-0663.100.3.525.
DECI, E. L.; RYAN, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985.
DONCHE, V.; MAEYER, S.; COERTJENS, L.; DAAL, T.; PETEGEM, P. Differential use of learning strategies in firstâ€year higher education: the impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, Leicester, v. 83, n. 2, p. 238-251, 2013.
DÖRRENBÄCHER, L.; PERELS, F. Self-regulated learning profiles in college students: their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, Greenwich, v. 51, p. 229-241, 2016.
GUAY, F.; CHANAL, J.; RATELLE,C. F.; MARSH, H. W.; LAROSE, S.; BOIVIN, M. V. Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, Leicester, v. 80, p. 711-735, 2010.
GUIMARÃES, S. E. R. A organização da escola e da sala de aula como determinante da motivação intrínseca e da meta aprender. In: BORUCHOVITCH, E.; BZUNECK, J. A. (org.). A motivação do aluno: contribuições da Psicologia contemporânea. Petrópolis: Editora Vozes, 2018. p. 78-95.
HULLEMAN, C. S.; SCHRAGER, S. M.; BODMANN, S. M.; HARACKIEWICZ, J. M. A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, Washington, v. 136, p. 422-449, 2010.
LEE, W.; LEE, M.; BONG, M. Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, San Diego, v. 39, n. 2, p. 86-99, 2014.
LINNENBRINK-GARCIA, L.; WORMINGTON, S. V.; SNYDER, K. E.; RIGGSBEE, J.; PEREZ, T.; BEN-ELIYAHU, A.; HILL, N. Multiple pathways to success: an examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, Arlington, v. 110, n. 7, p. 1026-1048, 2018.
LIU, W. C.; WANG, C. K. J.; KEE, Y. H., KOH, C.; LIM, B. S. C.; CHUA, L. College students' motivation and learning strategies profiles and academic achievement: a self-determination theory approach. Educational Psychology, Dorchester on Thames, v. 34, n. 3, p. 338-353, 2014.
MAEHR, M. L.; MEYER, H. A. Understanding motivation and schooling: we'v been, where we are, and where we need to go. Educational Psychology Review, New York, n. 9, p. 371-409, 1997.
MATOS, L.; LENS, W.; VANSTEENKISTE, M.; MOURATIDIS, A. Optimal motivation in Peruvian high schools: should learners pursue and teachers promote mastery goals, performance-approach goals or both? Learning and Individual Differences, Greenwich, v. 55, p. 87-96, 2017.
MCCOMBS, B. L. Historical review of learning strategies research: strategies for the whole learner—a tribute to claire ellen weinstein and early researchers of this topic. Frontiers in Education, New Delhi, v. 2, n. 6, p. 1-21, 2017.
MOURATIDIS, A.; MICHOUB, A.; DEMIRCIOÄžLUC, A. N.; SAYILD, M. Different goals, different pathways to success: performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, Greenwich,v. 161, p. 127-135, 2018.
MÃœLLER, N.; SEUFERT, T. Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy. Learning and Instruction, Oxford, v. 58, p. 1-11, 2018.
NASCIMENTO, F. P. et al. Autorregulação e motivação em uma tarefa específica: uma abordagem centrada na pessoa. Estudos de Psicologia Campinas, Campinas, [2018]. No prelo.
PANADERO, E. A review of self-regulated learning: six models and four directions for research. Frontiers in Psychology, New Delhi, v. 8, p. 1-28, apr. 2017.
PAULINO, P.; SÁ, I.; SILVA, A. L. Autorregulação da motivação: crenças e estratégias de alunos portugueses do 7º ao 9º ano de escolaridade. Psicologia: Reflexão e Crítica, Porto Alegre, v. 28, n. 3, p. 574-582, 2015.
PINTRICH, P. R. The dynamic interplay of student motivation and cognition in the college classroom. In: AMES, C.; MAEHR, M. (ed.). Advances in motivation and achievement: motivation enhancing environments. Greenwich, CT: JAI Press, 1989. v. 6, p. 117-160.
PINTRICH, P. R. The role of goal orientation in self-regulated learning. In: BOEKAETS, M.; PINTRICH, P. R.; ZEIDNER, M. (ed.). Handbook of Self-Regulation: theory, research, and applications. San Diego, CA: Academic Press, 2000. p. 451-502.
PINTRICH, P.R. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, Arlington, v. 95, p. 667-686, 2003.
PINTRICH, P. R. A Conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, New York, v. 16, n. 4, p. 385-406, 2004.
RYAN, R. M.; DECI, E. L. Self-Determination theory: basic psychological needs in motivation, development, and wellness. New York: Guilford Press, 2017.
SCHUNK, D. H.; MEECE, J. L.; PINTRICH, P. R. Motivation in education: theory, research, and applications. 4. ed. Boston: Mass, 2014.
SCHUNK, D. H.; ZIMMERMAN, B. Motivation and self-regulated learning: theory, research, and applications. New York: Taylor & Francis, 2008.
SENKO, C.; HULLEMAN, C. S. The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, Arlington, v. 105, n. 2, p. 504-521, 2013.
URDAN, T. Examining the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school. Contemporary Educational Psychology, San Diego, v. 22, n. 2, p. 165-191, 1997.
USHER, E. L.; PAJARES, F. Self-efficacy for self-regulated learning: a validation study. Educational and Psychological Measurement, Durham, v. 68, p. 443-463, 2008.
VALLE, A.; CABANACH, R. G.; GONZÁLEZ-PIENDA, J. A.; NÚÑEZ, J. C.; RODRÍGUEZ, S.; ROSÁRIO, P. Perfiles motivacionales en estudiantes de secundaria: análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico. Revista Mexicana de Psicología, Guadalajara, v. 26, n. 1, p. 113-124, 2009.
VANSTEENKISTE, M.; MOURATIDIS, A. Emerging trends and future directions for the field of motivation psychology: a special issue in honor of prof. dr. Willy Lens. Psychologica Belgica, Louvain, v. 56, n. 3, p. 118-142, 2016.
VANSTEENKISTE, M.; SIERENS, E.; SOENENS, B.; LUYCKX, K.; LENS, W. Motivational profiles from a self-determination perspective: the quality of motivation matters. Journal of Educational Psychology, Arlington, v. 101, p. 671-688, 2009.
WEINSTEIN, C. E.; MAYER, R. E. The teaching of learning strategies. In: Wittrock, M. C. (ed.). Handbook of research on teaching. New York: McMillan Publ. Co., 1986. p. 315-327.
WEINSTEIN, C. E.; ACCE, T. W.; JUNG, J. Self-regulation and learning strategies. New Directions for Teaching and Learning, San Francisco, v. 126, p. 45-53, 2011.
WOLTERS, C. A. Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, Arlington, v. 96, n. 2, p. 236-250, 2004.
ZIMMERMAN, B. J. Attaining self-regulation: a social cognitive perspective. In: BOEKAERTS, M.; PINTRICH, P. R.; ZEIDNER, M. (ed.). Handbook of self-regulation: theory, research, and applications. San Diego, CA: Academic Press, 2000. p. 13-39.
ZIMMERMAN, B. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, Washington, v. 45, n. 1, p. 166 -183, 2008.
ZIMMERMAN, B. J. From cognitive modeling to self-regulation: a social cognitive career path. Educational Psychologist, Hillsdale, v. 48, n. 3, p.135-147, 2013.
ZIMMERMAN, B. J.; MARTINEZ-PONS, M. Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, Arlington, v. 82, p. 51-59, 1990.
ZUSHO, A. Toward an integrated model of [self-regulated] learning in the college classroom. Educational Psychology Review, New York, v. 29, p. 301-324, 2017.
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Published
2019-07-01
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RUFINI, Sueli Édi; BZUNECK, Jose Aloyseo. Relationship between motivation and self-regulated learning. Educação em Análise, Londrina, v. 4, n. 1, p. 69–84, 2019. DOI: 10.5433/1984-7939.2019v4n1p69. Disponível em: https://ojs.uel.br/revistas/uel/index.php/educanalise/article/view/35693. Acesso em: 26 dec. 2025.
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