How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence

By Malte Schwinger, R. Steinmayr, Birgit Spinath. 2009

232 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8769fc92801fc03527bd5f545ead87c524eaee44

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Which one works best? Considering the relative importance of motivational regulation strategies (2017, background): “Findings from these studies have indicated that motivational regulation strategies have only weak, if any, direct effects on achievement (Schwinger et al., 2009; Schwinger, Steinmayr, & Spinath, 2012; Wolters, 1998, 1999).”
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation (2013, background): “Later, Schwinger et al. (2009) found evidence that this extended German version of the motivational regulation survey produced equivalent scales for high school students.”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, methodology): “Studies using these questionnaires have shown that the subscales have good reliability and predictive validity (Grunschel, Schwinger, Steinmayr, & Fries, 2016; Schwinger & Otterpohl, 2017; Schwinger et al., 2009; Schwinger & Stiensmeier-Pelster, 2012).”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, methodology): “The second section contained the MRS instrument developed by Schwinger et al. (2009) building on the work of Wolters (2003).”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “For instance, Borkowski and his colleagues ( Borkowski, Johnston, & Reid, 1986 ; Borkowski & Krause, 1985 ) studied motivational constructs (eg, attributional beliefs, self-efficacy, self-regulation, and motivation), which have emerged as agents to internalize, activate, and execute one's own learn”
An Investigation of the Relationship between Students' Motivation and Academic Performance as Mediated by Effort (2011, background): “Furthermore, the studies that have been conducted in the field of motivation focus on either intrinsic or extrinsic motivation independently, while few studies consider both types of motivation simultaneously (Dass-Brailsford, 2005; Davis et al., 2006; Muller & Louw, 2004; Schwinger et al., 2009).”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “They also added the setting of proximal goals as a motivational strategy (Schwinger et al., 2009).”