Motivational Regulation Strategies: The Role of Goal Structures and Achievement Goals

2011 ◽  
Author(s):  
Danya M. Corkin ◽  
Shirley L. Yu
Keyword(s):  
Achievement Goals ◽  
Goal Structures ◽  
Motivational Regulation ◽  
Regulation Strategies

scholarly journals The Role of State and Trait Motivational Regulation for Procrastinatory Behavior in Academic Contexts: Insights from two Diary Studies

2020 ◽  
Author(s):  
Lisa Bäulke ◽  
Martin Daumiller ◽  
Markus Dresel
Keyword(s):  
Self Regulation ◽  
Academic Procrastination ◽  
Beneficial Effects ◽  
Exam Preparation ◽  
Diary Studies ◽  
Motivational Regulation ◽  
Curve Modeling ◽  
Regulation Strategies ◽  
Strategy Fit

Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, fitting motivational regulation strategies with the current motivational problem can also have beneficial effects on academic procrastination. As both academic procrastination and motivational regulation can be conceptualized as over time fluctuating and situation-specific behaviors, not only trait, but also state fractions of these constructs have to be considered. To elucidate the interrelations between academic procrastinatory behavior and motivational regulation, we therefore considered trait use, state use, trait fit, and state fit of motivational regulation strategies. To test their relevance for academic procrastinatory behavior, we conducted two longitudinal and situation-specific diary studies with 128 and 218 university students. Results of growth curve modeling indicate that academic procrastinatory behavior varies between persons, declines during exam preparation, and can be reduced by using well-fitting motivational regulation strategies. Specifically, both trait and state strategy fit were negatively associated with academic procrastinatory behavior, while mere strategy use was not.

scholarly journals THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING

2021 ◽  
Author(s):  
Tajana Ljubin-Golub ◽  
Keyword(s):  
Achievement Goals ◽  
Self Regulation ◽  
Self Report ◽  
Regression Analyses ◽  
Motivation For Learning ◽  
Self Talk ◽  
Motivational Regulation ◽  
The Relationship ◽  
Mastery Approach

"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

Motives for Social Isolation Following a Negative Emotional Episode

2018 ◽  
Vol 77 (3) ◽  
pp. 127-131
Author(s):  
Gérald Delelis ◽  
Véronique Christophe
Keyword(s):  
Social Isolation ◽  
Social Affiliation ◽  
Semantic Categorization ◽  
Future Studies ◽  
Cognitive Regulation ◽  
Emotional Event ◽  
Regulation Strategies ◽  
Emotional Events

Abstract. After experiencing an emotional event, people either seek out others’ presence (social affiliation) or avoid others’ presence (social isolation). The determinants and effects of social affiliation are now well-known, but social psychologists have not yet thoroughly studied social isolation. This study aims to ascertain which motives and corresponding regulation strategies participants report for social isolation following negative emotional events. A group of 96 participants retrieved from memory an actual negative event that led them to temporarily socially isolate themselves and freely listed up to 10 motives for social isolation. Through semantic categorization of the 423 motives reported by the participants, we found that “cognitive clarification” and “keeping one’s distance” – that is, the need for cognitive regulation and the refusal of socioaffective regulation, respectively – were the most commonly and quickly reported motives for social isolation. We discuss the findings in terms of ideas for future studies aimed at clarifying the role of social isolation in health situations.

The role of emotion regulation in the pursuit of achievement goals

2006 ◽  
Author(s):  
Diana Tyson ◽  
Suzanne Bouffard ◽  
Nancey Hill
Keyword(s):  
Emotion Regulation ◽  
Achievement Goals
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