Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation

By C. Wolters, Maria B. Benzon. 2013

292 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7abcae342942ce431588c740bb330a63d0537db2

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In Clinical Psychology

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

First-Year College Students’ Time Use (2017, background): “Research shows that reflection on academic goals promotes mastery orientation, which is an attitude toward learning as a process of mastery rather than a product of social approval (Pintrich, 2004; Radoševich, Vaidyanathan, Yeo, & Radoševich, 2004; Wolters, 1998; Wolters & Benzon, 2013).”
Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, methodology): “(1993) andWolters (2003b; Wolters and Benzon 2013) to refer to learning or coursework in general, four types of self-regulatory strategies were assessed.”
Which one works best? Considering the relative importance of motivational regulation strategies (2017, background): “A number of studies have shown that students who use certain strategies to regulate their motivation put more effort into learning tasks when faced with obstacles or difficulties (Leutner, Barthel, & Schreiber, 2001; Schwinger, Steinmayr, & Spinath, 2009; Wolters & Benzon, 2013).”
Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016, background): “…efforts might target other motivation variables that were not measured here, such as grit, career goals, and self-regulation, all of which might help explain why some students intend to (and do) pursue careers in engineering (see Lent & Brown, 1996; Shechtman et al., 2013; Wolters & Benzon, 2013).”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “Motivational beliefs are strong determinants in students’ choice to engage in learning (Ajzen, 1991; Bandura, 1991; De Brabander & Martens, 2014; Eccles & Wigfield, 2002; Gollwitzer, 2012; Pintrich 1999; Wolters & Benzon, 2013; Zimmerman & Schunk, 2008).”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, methodology): “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).”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, unknown): “Motivational regulation strategies (MRS; Wolters & Benzon, 2013) measures the use of different strategies for the self-regulation of motivation in the form of a 7-point Likert-type scale (1 = strongly disagree, 7 = strongly agree).”