The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

By Mark R. Young. Journal of Marketing Education, 2005

334 citations recorded by the source corpus.

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic motivation and the use of self-regulated learning strategies. Teaching guidelines and pedagogical examples for enhancing intrinsic motivation are provided.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/55e1813b5a3381ac83e93ae0724e79753292babe

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach (2014, background): “Young (2005) found that faculty who promotes class interaction, provides supportive feedback and adopts clear goals that emphasise learning over grades increase intrinsic motivation and the use of self-regulated learning strategies. More recently, Moos and Honkomp (2011) reported a mixedmethod study”
How Fast Do Students Forget What They Learn in Consumer Behavior? A Longitudinal Study (2006, methodology): “direction of their learning experience, and these choices may enhance intrinsic motivation (Young, 2005).”
Professor Brand Advocacy: Do Brand Relationships Matter? (2010, background): “In addition, professors may use team learning and team assessments in the classroom (Young, 2005) to sustain the students’ need for autonomy because these techniques promote students to assume control of their own learning and assessment.”
The Reflective Learning Continuum: Reflecting on Reflection (2005, background): “…and student-to-student interactions enhance the learning experience (for recent reviews, see Faranda and Clarke 2004; Paswan and Young 2002; Peltier, Drago, and Schibrowsky 2003; Smart, Kelley, and Conant 2003; Smith and Van Doren 2004; Wilhelm 2004; Young 2005; Young, Klemz, and Murphy 2003).”
The Impact of Goal Orientation on the Association between Leadership Style and Follower Performance, Creativity and Work Attitudes (2007, background): “Conversely, the potential to experience feelings of enjoyment, fascination, and fulfillment are especially likely to motivate individuals with a learning orientation (e.g. Cury et al., 2002; Young, 2005).”
Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model (2012, background): “Some research has linked perceived teacher support to students’ use of learning strategies and found positive effect of perceived teacher support on cognitive engagement (Ahmed et al., 2010; Fredricks et al., 2005; Patrick & Ryan, 2005; Ryan & Patrick, 2001; Young, 2005).”