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ERIC Number: EJ1112739
Record Type: Journal
Publication Date: 2016-Sep
Pages: 33
Abstractor: As Provided
ISSN: EISSN-1696-2095
Students' Motivation to Learn in Middle School--A Self-Regulated Learning Approach
Paulino, Paula; Sá, Isabel; Lopes da Silva, Adelina
Electronic Journal of Research in Educational Psychology, v14 n2 p193-225 Sep 2016
Introduction: The self-regulation of motivation (SRM) is conceptualized as a meta-motivational process that guides students' efforts and persistence when performing tasks. This process regulates students' behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior. Method: In this article we aim to analyze and identify factors that may contribute to students´ motivation to learn. The Self-Regulation of Motivation for Learning Scales (SRMLS) is an inventory developed to assess the SRM process in two major dimensions: motivational beliefs and SRM strategies. In order to achieve our goals 550 students from 7th to 9th grades responded to SRMLS. Results: Self-efficacy expectations, task value and achievement goals are good predictors of self-regulation of motivation strategies. Conclusion: Results suggest that self-efficacy expectations, task value and achievement goals may be important in promoting student´s regulation of motivation for learning. Also, data analyses support the Self-Regulation of Motivation for Learning Scales' construct and concurrent validities for use with this population. Future implications for research and education are discussed.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A