Combine metacognitive strategy information with motivational interventions that increase task value, and reduce need frustration¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 5 studies (3 review, 2 quant-synthesis), q2–q4 · 2 of 5 report an effect size

Description¶

The article recommends that self-regulated learning interventions should not rely on metacognitive information about strategy effectiveness alone, because expectancies and values spur motivation multiplicatively and low task value keeps effort-by-allocation low. It states: "Future interventions in the context of self-regulated learning should there- fore incorporate ideas from motivational interventions that try to increase the intrinsic, attainment, or utility value of a certain task or learning material." Ideally these are combined with SDT-based interventions that reduce effort-by-need frustration by supporting needs for competence and autonomy.

Design Implications¶

Context¶

Requirements¶

• Interventions must ensure the learning task itself is personally meaningful to students, not only that learners know the strategy works

Constraints¶

• Metacognitive information strengthens action-outcome expectancy but does not change task values; close instructional guidance can frustrate autonomy and reduce motivation in real-life settings

Target Learners¶

• students in self-regulated learning contexts in school and higher education

Target Learning Goals¶

• initiation and persistence of effective learning strategies such as retrieval practice and interleaved practice

Claims¶

• Self-regulated learning improves achievement [+S]
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. [+M]

Related Strategies¶

• Use person-centered trajectory identification to target motivational interventions at at-risk students
• Instill Intrinsic Motivation

Examples¶

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Key Sources¶

• Axel Grund, Stefan Fries, Matthias Nückles, Alexander Renkl, Julian Roelle. (2024). When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09852-7