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EJ971963 - Not All Roads Lead to Rome--Comparing Different Types of Motivational Regulation Profiles

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ERIC #:	EJ971963
Title:	Not All Roads Lead to Rome--Comparing Different Types of Motivational Regulation Profiles
Authors:	Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit
Descriptors:	College Students; Motivation Techniques; Student Motivation; Learning Motivation; Profiles; Grade 11; Grade 12; Comparative Analysis; Metacognition; Foreign Countries; High School Students; Correlation; Academic Achievement; Individual Differences; Mastery Learning
Source:	Learning and Individual Differences, v22 n3 p269-279 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2012-06-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To shed more light on this issue, we examined the motivational regulation profiles within two samples of German high-school and college students. In Study 1 (N = 231 11th and 12th grade students), latent profile analysis revealed five subgroups of students holding different motivational regulation profiles. In Study 2 (N = 600 college students), the five class solution was replicated with slight changes in the nature of the profiles. In both studies, profiles with a higher overall level of motivational strategy use were associated with a higher level of effort and achievement. Regarding differences in profile shape, results indicated that profiles emphasizing mastery and/or performance-approach self-talk were most adaptive. Implications of the findings for future research on motivational regulation are discussed. (Contains 6 tables and 2 figures.)
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1041-6080
Audiences:	N/A
Languages:	English
Education Level:	Grade 11; Grade 12; High Schools
Direct Link:	http://dx.doi.org/10.1016/j.lindif.2011.12.006

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