Motivation & Self-Regulated Learning

Motivation and

SELF-REGULATED LEARNING

Motivation & Self-Regulated Learning

Motivation and

SELF-REGULATED LEARNING

(Pintrich, 1994)

Motivation and

SELF-REGULATED LEARNING

(Pintrich, 1994)

Questions that can help you to understand your motivation for academic tasks.

Motivation and

SELF-REGULATED LEARNING

Not only motivational factors influence self-regulated learning, but self-regulated learners also control their motivation to some degree.

Motivation and

SELF-REGULATED LEARNING

Minimizing enticing distractions

Reminding themselves of the importance of doing well.

Aligning assigned tasks with areas of interest

Enhancing the appeal of a task

Setting goals

Focusing on productive attribution

Self-imposing consequences

(Ormrod, 2020)

Motivation and

SELF-REGULATED LEARNING

One aspect of self-regulated learning in which motivation is prominent is help-seeking behavior.

What could be the reasons for avoiding help-seeking?

(click here to reveal)

Self-regulated learning doesn't always involve learning independently. Self-regulated learners know when they need an expert's help to master certain topics or skills.

Seeking help from a knowledgeable other person can be more beneficial than giving up prematurely, more appropriate than waiting passively, and more efficient than persisting unsuccessfully on one’s own.

(Karabenick, 1998)

Motivation and

SELF-REGULATED LEARNING

One aspect of self-regulated learning in which motivation is prominent is help-seeking behavior.

What could be the reasons for avoiding help-seeking?

Perceiving requests for help as threatening the sense of competence and self-worth.

Self-regulated learning doesn't always involve learning independently. Self-regulated learners know when they need an expert's help to master certain topics or skills.

Believing that asking for help will undermine the sense of autonomy.

Having a performance goal (rather than mastery goals) - perhaps including a desire to avoid making mistakes - in combination with low ability.

Seeking help from a knowledgeable other person can be more beneficial than giving up prematurely, more appropriate than waiting passively, and more efficient than persisting unsuccessfully on one’s own.

Being concerned about making a good impression on others and think that a request for help might make them look stupid.

(Karabenick, 1998)

Motivation and

SELF-REGULATED LEARNING

References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 , 261–271.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 , 122–147.

Karabenick, S. A. (1998). Help seeking as a strategic resource. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 1–11). Mahwah, NJ: Erlbaum.

Ormrod, J. E. (2020). Human Learning. Pearson.

Pintrich, P. R. (1994). Student motivation in the college classroom. In K. W. Prichard & R. M. Sawyer (Eds.), Handbook of college teaching: Theory and applications (pp. 23–43). Westport, CT: Greenwood.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.

Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.