Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the ILS model, motivation to learn had a negative relationship with lack of regulation (standardized estimate = -.31) and positive relationships with self-regulation (.28) and external regulation (.34). → Loyens 2008 q3 i? In the MSLQ model, motivation to learn had a strong relationship with self-regulation (standardized estimate = .59). → Loyens 2008 (2)

Evidence¶

Loyens 2008¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r1

SEM path analysis of the ILS model (N = 98); Table 3 shows significant standardized estimates of .28 (self-regulation), .34 (external regulation), and -.31 (lack of regulation), all p < .01, for paths from motivation to learn.

"Conceptions of motivation to learn had a negative relationship with lack of regulation and positive relationships with self-regulation as well as external regulation."

Loyens 2008 (2)¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r2

SEM path analysis of the MSLQ model (N = 98); Table 4 reports a standardized estimate of .59 (p < .01) for motivation to learn on MSLQ self-regulation, one of only two significant paths in that model.

"On the conceptual level, motivation to learn had a strong relationship with self-regulation."

Discussion¶

Related Claims¶

• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies
• Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy
• Studies since 2004 confirm strong interrelations among processing strategies, regulation strategies, conceptions, and motivations of learning patterns — a broader claim this one bears on
• Conceptions of knowledge construction showed no significant relationships with students' reported regulation strategies — related
• A three-tiered conceptual-controlling-operational structure is fully valid for MSLQ variables but only partially for ILS variables — related
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation — related
• Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities — related