Students use strategies to regulate their own motivation and affect¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2005: baselines and conditions change

Subclaims¶

q2 i? College students intentionally use motivation-regulation strategies such as evoking extrinsic goals, making tasks more interesting, increasing task value, self-reward, positive self-talk, and emotion control. → Paul R. Pintrich 2000

Evidence¶

Paul R. Pintrich 2000¶

Paul R. Pintrich. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, Academic Press. https://doi.org/10.1016/b978-012109890-2/50043-3

q2 · i? · review · r2

The chapter reports, citing Wolters (1998), that college students intentionally evoke extrinsic goals to maintain motivation, make tasks into games, increase task value by linking it to their lives, and use self-consequenting and self-talk. The review attributes these findings to that research program.

"Wolters (1998) also found that college students intentionally would try to evoke extrinsic goals such as getting good grades to help them maintain their motivation."

Discussion¶

Related Claims¶

• The four achievement goal profiles differ significantly in use of motivation regulation strategies (interest enhancement, motivational self-talk, emotional control) — a narrower finding that bears on this claim
• Anticipatory test anxiety can set off a downward spiral of maladaptive cognitions, emotions, and behaviors
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• Purpose in learning increases engagement, self-regulation, and academic performance — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related