Regulation of Motivation: Contextual and Social Aspects

Christopher A. Wolters

295 citations0/0 files storedTeachers College Record The Voice of Scholarship in Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching and Learning Methods Education, Achievement, and Giftedness Psychology of Development and Education

Abstract

Background Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students’ efforts to control their own motivation or motivational processing. The regulation of motivation includes students’ knowledge, monitoring, and active management of their motivation or motivational processing. Purpose The purpose of this article is threefold. One, a conceptual understanding of regulation of motivation highlighting three core facets is presented. These aspects are knowledge of motivation, monitoring of motivation, and use of strategies to regulate motivation. Two, prior empirical work documenting the regulation of motivation across contexts is reviewed. This work indicates that students at different developmental levels use motivational regulation strategies and that their use varies as a function of the academic task or context. Three, social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes are discussed. Research Design This article is an analytic essay in which selected prior research is reviewed only briefly. Conclusions/Recommendations Overall, it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly. Specific avenues for future studies are noted and include work that examines students’ knowledge and monitoring of motivation, how regulation of motivation varies across contexts, and how instructional and social processes impact its development.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 295 citations exist upstream.

References

1990Motivational and self-regulated learning components of classroom academic performance.2000Attaining Self-Regulation 2000The Role of Goal Orientation in Self-Regulated Learning 1997Handbook of educational psychology 1998Teacher Efficacy: Its Meaning and Measure 2000Handbook of Self-Regulation 1989A social cognitive view of self-regulated academic learning.1990Self-Regulated Learning and Academic Achievement: An Overview

Cited by

2017The Role of Metamotivational Monitoring in Motivation Regulation 2012A Self-regulated Learning Perspective on Student Engagement 2016Motivational factors in self-directed informal learning from online learning resources 2014Investigating factors that influence conventional distraction and tech-related distraction in math homework 2020Do motivational regulation strategies contribute to university students' academic success?2020Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.