Motivational and affective dimensions remain underrepresented in multimodal SRL research despite theoretical consensus on their importance¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across reviews of multimodal SRL research, motivational and affective components are frequently neglected, a structural gap persisting despite theoretical consensus. → Tina Seufert 2026

Evidence¶

Tina Seufert 2026¶

Tina Seufert. (2026). Transforming Self-regulated Learning – Multimodal Insights and Future Directions. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10119-6

q2 · i? · review · r2

The discussion paper attributes this finding to the de Mooij et al. (2025) systematic review, reporting that "motivational and affective dimensions remain underrepresented." The Bühler et al. review similarly found motivational and affective dimensions largely absent. No effect sizes are printed.

"Yet, motivational and affective dimensions remain underrepresented — a structural gap that persists despite theoretical consensus on their importance (de Mooij et al., 2025)."

Discussion¶

Related Claims¶

• Multimodal SRL research shows a historical shift from unimodal toward integrated analytical designs, but motivational and affective dimensions remain underrepresented — possibly the same claim (merge candidate)
• AI's direct impact on SRL concentrates on metacognitive and cognitive aspects while motivation remains underexplored — a narrower finding that bears on this claim
• The role of affect in STEM teacher learning remains seriously underexplored despite growing research on teacher emotion — related
• Metacognition assessment is shifting from self-report questionnaires toward process-oriented multimodal methods, which face validity and data-alignment challenges — related