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A general framework is presented to help understand the relationship between motivation and self-regulated learning. According to the framework, self-regulated learning can be facilitated by the adoption of mastery and relative ability goals and hindered by the adoption of extrinsic goals. In addition, positive self-efficacy and task value beliefs can promote self-regulated behavior. Self-regulated learning is defined as the strategies that students use to regulate their cognition (i.e., use of various cognitive and metacognitive strategies) as well as the use of resource management strategies that students use to control their learning.

The shift from behaviorism to cognitivism in educational psychology has placed an increasing responsibility on learners for their own learning, and self-regulated learning has become a

The goal of this study was to investigate the relation between a set of pre-decisional beliefs including students' task value, self-e$cacy, and learning and performance goal orientations and "ve post-decisional, implementation strategies students use to regulate their e!ort and persistence for the academic tasks assigned for a speci"c class. A group of eighth grade students (N"114) completed a self-report survey that assessed these four motivational beliefs and the frequency that they used "ve motivational regulation strategies including self-consequating, environmental control, interest enhancement, and mastery and performance self-talk. Results from a series of multiple regressions indicated that the motivational beliefs, as a group, could be used to explain students' reported use of each of the regulatory strategies examined. Further, results indicated that task value, learning goal orientation, and performance goal orientation individually explained three or more of the regulatory strategies, whereas self-e$cacy was not related signi"cantly to any of the "ve regulatory strategies studied. Findings are presented and interpreted in light of their signi"cance for models specifying both motivational and volitional aspects of self-regulation. # 2001 Elsevier Science Ltd. All rights reserved.

This study concentrates on the dynamic interplay of affect and cognition in school mathematics learning. The aim of the study is to produce a systematic analysis and rich theoretical description of the functioning of affect and cognition in socio-culturally and contextually conditioned mathematics learning situations. The analysis and dynamic description are presented in close connection with the obtained research results of mathematics education and affect. The included meta-analysis or theoretical synthesis of previous research results is developed with respect to important recent conceptualizations of metacognition, self-regulation, and self-systems and to learning models applied in the scientific field of general educational psychology or within the psychological research of mathematics education. Various conceptualizations and models of affect, learning, and self-regulation are integrated in the study into a unified understanding of personal learning processes with affect and mathematics. The basic idea of the study consists of an emphasis laid on dynamic theoretical analyses and illustrations dealing with affect and mathematics learning or performances in the

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The study was conducted on repeat students …N ˆ 139 † from the second year Diploma in Mechatronics taking the Mechatronics Science 2 subject. Various forms of instructional support were provided. The students completed a pre-test and post-test self-report questionnaire to assess changes in their motivation and beliefs towards learning of the subject. A follow-up interview of students was conducted. Analyses of student responses indicated that the instructional intervention strategies did bring about significant changes in self-efficacy and intrinsic motivation among the students, perceived gain in knowledge and skills of the subject and positive correlations among various aspects of motivation. Implications for teaching are discussed.

Why are some students more successful than others in achieving academic success? It may be due to the way they control and direct their cognitive processes through the use of appropriate meta-cognitive learning strategies. Meta-cognitive learning strategies are tools that learners use to achieve their desired outcome with minimal effort (Zimmerman, 2004- personal conversation). Zimmerman and Martinez-Pons (1986, 1988) found evidence that meta-cognitive learning strategies were highly correlated with achievement indices and highly predictive of students’ performance in class. Some of the common meta-cognitive strategies that were identified by Zimmerman and Martinez-Pons (1986, 1988) are self-evaluating, goal-setting and planning, seeking information, keeping records, environmental structuring, rehearsing or memorizing, reviewing records, and seeking social assistance. Meta-cognitive strategies are not innate but are developed by the learner (McComb,

An assumed advantage of alternative assessments is that they result in more higher level thinking or metacognitive skills. We believe that this advantage should be measured directly and explicitly. Unfortunately, few standardized measures of metacognitive skills (planning, monitoring, cognitive strategies, and awareness) exist. In our studies, for 12th graders, alpha reliability estimates and factor analysis indicated that our metacognitive subscales are reliable (alpha above.70) and unidimensional (one factor per subscale). Because the subscales have only 5 items each, they meet brevity standards. Construct validity of our state metacognitive inventory is acceptable. Results indicate that our state metacognitive inventory yields useful information about both the assessment and students. Alternative assessments share several common characteristics. Herman, Aschbacher, and Winters (1992) provide an excellent listing of such characteristics: (a) Ask students to perform, create, produce, or do something;Ê(b)

Over the past years, metacognition and metacognitive and cognitive strategies, have been a subject of considerable research. This study aims at looking into the cognitive and metacognitive strategies employed by pre-university students through the administration of the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. The cognitive and metacognitive strategies scale of this instrument is divided into five sub-scales namely rehearsal, elaboration, organization, critical thinking and meta-cognitive self-regulation. The questionnaire was administered to 524 preuniversity students attending a science programme and the data analyzed using the Rasch Measurement Model. From the model a “Students ’ Learning Strategies Scale” was developed where the five sub-scale was ordered along a linear line in ascending order of the strategies used by the students. The results obtained revealed marked differences in the use of the learning strategies of the pre-university students as compared to the scale plotted by the mean obtained by the studies of Pintrich et al (1991). These results suggest differences in the learners ’ cognitive and metacognitive strategies employed in their learning process.