Applying a three-component approach to motivational regulation: Relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2024-10-03 DOI:10.1016/j.lindif.2024.102561
Sophie von der Mülbe, Raven Rinas, Markus Dresel, Kristina Stockinger
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Abstract

While motivational regulation has been shown to predict study motivation and success, its relations with student well-being have received little attention. The few studies available indicate an interplay between motivational and emotional processes within self-regulated learning and the importance of motivational regulation for outcomes beyond achievement. Prior research has mostly focused on frequency of strategy use, but recent findings advocate for conceptually broader approaches to self-regulation. We adopted a three-component approach to motivational regulation differentiating between frequency of strategy use, situation-specific fit, and application quality, and examined their relations with perceived regulatory effectiveness as a proximal and well-being as a distal correlate in two studies with university students (N1 = 234; N2 = 890, representatively stratified quota sample). All three components contributed additively and, in part, interactively to effectiveness and well-being. Effectiveness was also related to greater well-being. The findings have implications for motivational regulation theories and well-being interventions.
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将三要素方法应用于动机调节:动机调节策略的频率、特定情境适应性和应用质量与学生幸福感的关系
虽然动机调节已被证明可以预测学习动机和成功,但它与学生福祉的关系却很少受到关注。为数不多的研究表明,在自我调节的学习过程中,动机和情感过程之间存在相互作用,动机调节对成绩以外的结果也很重要。先前的研究大多集中于策略使用的频率,但最近的研究结果主张采用概念更宽泛的方法来进行自我调节。我们采用了一种由三部分组成的动机调节方法,将策略使用频率、特定情境契合度和应用质量区分开来,并在两项针对大学生(N1 = 234;N2 = 890,具有代表性的分层配额样本)的研究中考察了它们与作为近端相关因素的感知调节有效性和作为远端相关因素的幸福感之间的关系。所有这三个因素都对有效性和幸福感起到了叠加作用,并在一定程度上起到了互动作用。有效性还与更大的幸福感有关。研究结果对动机调节理论和幸福感干预措施具有启示意义。
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来源期刊
Learning and Individual Differences
Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.60
自引率
2.80%
发文量
86
期刊介绍: Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
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