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.
Downloads
Download data is not yet available.
References
BAARS, M.; WIJNIA, L. The relation between task-specific motivational profiles and training of self-regulated learning skills. Learning and Individual Differences, Amsterdã, v.64, mayo 2018.
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 first‐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.; DEMIRCIOĞLUC, 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.
MÜLLER, 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 first‐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.; DEMIRCIOĞLUC, 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.
MÜLLER, 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.
Downloads
Published
2019-07-01
How to Cite
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: 24 nov. 2024.
Issue
Section
Dossiê
License
The journal reserves the right to make normative, orthographic and grammatical changes in the originals, with the aim of maintaining the cultured standard of the language and the credibility of the vehicle. It will, however, respect the authors' writing style. Alterations, corrections, or suggestions of a conceptual nature will be sent to the authors when necessary. In these cases, the articles, after being adequate, should be submitted to a new appreciation.
