The Relation between Students' Motivational Beliefs and Their Use of Motivational Regulation Strategies.

By C. Wolters, H. Rosenthal. 2000

313 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4bb33607b4999eeeb5062731ddbae8f86d8f566f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011, background): “There are research findings explaining what students might use to regulate motivation and emotion (e.g., Wolters & Rosenthal, 2000), but what is still missing is how students’ actual use of specific strategies for regulating motivation calibrate to their use of strategies (cf. Winne & JamiesonNoel,…”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, unknown): “E in Figure 1; for support, see Sansone, Weir, Harpster, & Morgan; 1992; Sansone, Wiebe, & Morgan, 1999; Smit et al., 2017; Wolters & Benzon, 2013; Wolters & Hussain, 2015; Wolters & Rosenthal, 2000).”
Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich (2005, background): “Wolters and Rosenthal (2000) also found that performance goals related to adaptive motivational regulation strategies.”
Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning (2003, methodology): “Wolters and Rosenthal (2000) also found that eighth-grade students who reported using interest enhancement strategies more often tended to report greater value for academic tasks and a stronger focus on learning goals.”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Research indicates that adolescents are capable of engaging in self-regulatory strategies (e.g., Wolters & Rosenthal, 2000) and that instruction can be tailored to enhance self-regulation (Bednall & James-Kehoe, 2011).”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “The factor had a strong predictive power on goal-oriented monitoring, revealing that self-efficacy in metacognitive monitoring and evaluation is closely linked to task-related learning goals (Wolters & Rosenthal, 2000).”
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation (2013, methodology): “…these strategies are consistent with the original study of college students (Wolters, 1998) and other studies using similar items with German university students (Schwinger et al., 2007) and samples of younger adolescents (Schwinger et al., 2009; Wolters, 1999b; Wolters & Rosenthal, 2000).”
Exploring first‐year academic achievement through structural equation modelling (2004, background): “Self-regulation is now seen as a vital ingredient to performance in educational settings (Zimmerman, 1990a, b, 2000); Wolters & Rosenthal, 2000).”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “…by Zimmerman & Martinez-Pons (1990) for fifth-grade, ninthgrade and eleventh-grade students for, among others, EC and SC; by Wolters and Benzon (2013) for college students for all strategies except IE; and by Wolters and Rosenthal (2000), for eight-grade students for all strategies except SC.”
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? (2006, background): “In addition, they must also have access to volitional strategies (Corno, 2001; Wolters & Rosenthal, 2000) to comply with social expectations and rules (e.g., being a responsible learner, being a friendly and broad minded group member; living up to the teacher’s expectations) and deal with obstacles…”
Assessing Academic Self-Regulated Learning (2005, methodology): “The items developed from these studies were refined and used in several additional studies examining regulation of motivation within junior high school ( Wolters & Rosenthal, 2000 ), high school (Wolters, 1999b), and college students (Wolters, 2001).”