Motivational Beliefs and Self Regulated Learning

Abstract

This article addresses academic motivation learning from the perspective of the self-regulated learning paradigm. The interrelationship between motivation and self-regulation in learning has been widely recognized in literature. This study proposes a theoretical model that elucidates the relationship motivation between and self-regulated learning, with a particular focus on the differentiation between personal and social sources of motivation. It is hypothesized that self-regulated learning strategies mediate the relationship between motivational beliefs and academic achievement. Furthermore, it is theorized that epistemological beliefs influence the selection and implementation of learning strategies, thus generating subsequent effects on academic outcomes. Metacognitive strategies are assumed to regulate the relationship between past and current performance.

The proposed model was empirically tested using data collected from a sample of 50 fourth-year students from the Faculty of Psychology and Educational Sciences.

 Alternative models were also evaluated, incorporating variables such as students' grade point averages, beliefs about the nature of learning, test anxiety, and general use of self-regulation strategies. Fit indices indicated that the final model provided a strong explanatory fit for the data.

The findings show that a learning-goal orientation significantly predicts the use of metacognitive strategies and self-monitoring behaviors. Although a performance-goal orientation exerts a positive influence on all components of self-regulated learning included in the model, it demonstrates a weaker predictive effect on the use of metacognitive strategies. Furthermore, the direct effect of learning goal orientation on metacognitive regulation is stronger than the effect of performance goal orientation. A significant indirect effect of learning orientation on academic performance, mediated by metacognitive strategies, was also confirmed.