Positive motivational beliefs are associated with high-level learning strategies, consistent with Pintrich and García's self-regulated learning proposal¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The factor structure, in which high-level motivation (self-efficacy, beliefs about control, intrinsic orientation, task value) and high-level learning strategies (organization, metacognition, elaboration, control of environment) form separate but related factors, supports the existence of patterns compatible with Pintrich and García (1993). → Valentín 2013

Evidence¶

Valentín 2013¶

Valentín, A., Mateos, P. M., González-Tablas, M. M., Pérez, L., López, E., & García, I. (2013). Motivation and learning strategies in the use of ICTs among university students. Computers & Education, 61, 52–58. https://doi.org/10.1016/j.compedu.2012.09.008

q2 · i? · associational · r2

The authors' interpretation of their factor-analytic findings, linking the observed motivation–strategy clustering to prior SRL proposals. This is an interpretive claim rather than a new experimental test.

"These findings support the existence of patterns of relationships between motivation and cognition that are compatible with the proposal reported by Pintrich and García (1993) to the effect that positive motivational beliefs (high scores on Intrinsic Goals, Task Eval-uation and Self-efficacy) would be associated with a greater degree of cognitive compromise and self-regulation by students."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

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