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ERIC Number: ED333006
Record Type: RIE
Publication Date: 1991-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Motivation and Self-Regulated Learning: A LISREL Model.
Garcia, Teresa; Pintrich, Paul R.
An attempt was made to build a structural model of the relationships over time among intrinsic motivation, self-efficacy, and self-regulated learning. Structural equation modeling using the LISREL computer program was used. The presented model put the motivational constructs of intrinsic motivation and self-efficacy as temporally preceding self-regulated learning (defined as a behavioral constellation of monitoring, elaboration, and effort management strategies). Intrinsic motivation at the beginning of a college semester (Time 1) was conceptualized as directing behaviors and sense of efficacy; strategic behaviors were considered to influence both motivational constructs at the end of a college semester (Time 2). The results of a study with 367 college students who completed measures of motivational beliefs and strategies (the Motivated Strategies for Learning Questionnaire) indicate that intrinsic motivation and self-efficacy had substantial effects on self-regulated learning, and intrinsic motivation had a strong effect on self-efficacy. While self-regulated learning at Time 1 had a small positive effect on intrinsic motivation at Time 2, self-regulated learning had no effect on self-efficacy at Time 2. The results suggest that an orientation to learning and mastery results in higher levels of efficacy and deeper cognitive engagement. A subject's belief in his or her capabilities was more likely to lead to higher levels of self-regulated learning. Four tables and one figure illustrate the discussion. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: LISREL Computer Program; Self Regulated Learning
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).