The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance

This study investigates the relation between students' tendency to self-reg ulate their level of motivation and other aspects of their self-regulated l earning anf achievement. Ninth- and tenth-grade students (N = 88) responded to survey items designed to assess five motivational regulation strategies identified in previous research. An exploratory factor analyses of these i tems reveals distinct, internally consistent scales reflecting the strategi es of Self-Consequating, Environmental Control, Performance Self-Talk, Mast ery Self-Talk, and Interest Enhancement. Self-report measures of effort, us e of six cognitive and metacognitive learning strategies, and teacher-repor ted grades were also collects. Findings revealed mean level differences in students' reported use of the motivational strategies, In addition, results from a series of multivariate regressions indicated that students' use of motivational regulation strategies could be used to predict their use of le arning strategies, effort, and classroom performance. As a whole findings s upport the belief that motivational self-regulation should be integrated mo re completely into current models of volition and self-regulated learning.