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The Motivational Dimensions of Self-Regulated Learning
Abstract Self-regulation is critical for learning. It is often conceptualized as a cyclical process where the learner sets goals, monitors progress and then evaluates performance as a means to inform future learning efforts. Important, but less understood, is how motivational dimensions related to the learner influence the self-regulation process. While it is well documented that student beliefs about their competence (self-efficacy) correspond to academic achievement, less is known about how their explanations for their own learning (causal attributions) influence those beliefs. To research these constructs, it is important to study students who typically have maladaptive attributions for learning so that it can be determined what types of interventions can promote more adaptive attributions and whether doing so has a corresponding effect on student’s subsequent efforts to use learning strategies and ultimately their perceived competence. It is also important t...
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