Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning

By C. Wolters. 2003

916 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/15c177f76f2fecef76de61c615f36039147fac4f

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In Developmental and Educational Psychology

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Citations in the corpus

Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, neutral): “9JN5-JUX8-4BM9 Wolters, C. A. (2003). Regulation of motivation: Evaluating an underem-”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, methodology): “For the second layer of the analysis, we drew upon knowledge derived from research on individual motivation regulation strategies (Wolters, 2003) to grasp the group’s socially shared regulation (see also Rogat & LinnenbrinkGarcia, 2011) while acknowledging that socially shared regulation strategies ”
Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature (2011, background): “motivation from within to make progress toward those goals, students are more likely to persist through difficult learning tasks and often find the learning process more gratifying (Wolters, 2003).”
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011, background): “Wolters (1998, 2003) has reviewed several strategies for regulation of motivation and identified key activities that can be considered strategies for regulating motivation, and has evaluated the evidence linking these strategies to students’ motivation, cognitive engagement, and achievement.”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, methodology): “According to Wolters and Mueller (2010), MRSs refer to “thoughts and behaviors through which students act to initiate, maintain, or supplement their willingness to start or to provide effort toward completing academic activities” (p. 218). Expanding Wolters’s model, Schwinger, Steinmayr, and Spinath”
Why students drop out CS1 course? (2006, background): “of motivation plays a salient role especially in self-regulated learning and achievement [29].”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “These strategies put the process of learning under the student’s personal control and so improve the perceived importance or usefulness of material (Wolters 2003).”
Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance (2010, background): “Both motivation and self-regulation researchers have highlighted a need for more work in this area (Brophy, 1999; Pintrich, 2000, 2004; Wolters, 1998, 2003).”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “According to Wolters (2003) ‘Self-regulated learners are autonomous, reflective and efficient learners, and have the cognitive and metacognitive abilities as well as the motivational beliefs and attitudes needed to understand, monitor and direct their own”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Different researchers have emphasised different components of self-regulation, for example the regulation of motivation (Wolters, 2003) or goal orientation (Pintrich, 2000).”
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “Social cognitive theorists (Boekaerts, 1997 ; Winne & Perry, 2000 ; Zimmerman, 2001 , 2008; Wolters, 2003 ; Pintrich, 2004 ; Boekaerts & Corno, 2005 ) characterised self‐regulation as competence in monitoring and regulating one’s learning via the use of a variety of cognitive and metacognitive”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “Given the challenging nature of most group activities, the regulation of personal emotions is needed for continued engagement and progress toward goal achievement (Boekaerts & Corno, 2005; Efklides & Volet, 2005; Järvenoja & Järvelä, 2005; Salonen et al., 2005; Wolters, 2003).”
Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios (2007, background): “…2002; Pintrich, 2004; Valle, Cabanach, Rodríguez, Núñez y González-Pienda, 2006), y un último grupo de investigaciones estudia el rol que desempeñan las variables motivacionales (Martin, Marsh, Williamson y Debus, 2003; Snyder, Shorey, Cheavens, Pulvers, Adams III y Wiklund, 2002; Wolters, 2003).”
Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆ (2008, background): “& Sullivan, 1989; Lahey, Hurlocj, & McCann, 1973), with potential benefits for learning outcomes ( Wolters, 2003; Zimmerman, 2002).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “Reducing anxiety Clarified expectations, as provided by rubrics, may also support student performance by lowering students’ anxiety regarding assignments (Kuhl, 2000; Wolters, 2003).”