Dynamic interplay of motivational regulation strategies and achievement: insights from intensive longitudinal data

초록

Despite growing interest on how students regulate their motivation, little is known about the dynamic changes in their motivational regulation strategies and the effectiveness of those strategies in academic success. To explore the evolving patterns of motivational regulation strategies throughout a semester, we recruited 223 undergraduate students from a calculus course and collected weekly data on their strategies (totaling 1,366 responses) and their course grades. We observed a general decline in the planned use of strategies over time, with performance-oriented and behavior-focused strategies (e.g., performance-approach self-talk, environmental structuring, proximal goal setting) being the most prominent compared to more value-related strategies (e.g., enhancement of personal significance, enhancement of utility value). Additionally, we highlighted the dynamic and interconnected nature of these strategies, showing how certain approaches (e.g., mastery self-talk, proximal goal setting) acted as catalysts for others throughout the semester. Finally, our research revealed that not all motivational regulation strategies were equally effective in predicting course grades. Our findings contribute to the literature by highlighting the importance of paying attention to the temporal changes of motivational regulation as students continuously navigate and modify their motivational regulation throughout the semester.

키워드