Effects of Frequency, Situation-Specific Fit, and Application Quality of Motivational Regulation Strategies on Students' Well-Being

• In Event: Assessing Self- and Motivational Regulation During Learning: The Impact of Context on Learning and Well-Being

Abstract

While motivational regulation has been shown to predict study motivation and academic success, its relations with student well-being have received little attention. Two empirical studies (one sample was representatively stratified) were conducted with university students to examine the interrelations between different facets of motivational regulation (frequency of strategy use, situation-specific fit, application quality), on the one hand, and emotional and cognitive facets of well-being, on the other, with regulatory effectiveness as a potential mediator. Motivational regulation effectiveness was predicted not only by frequency of strategy use, but also situation-specific fit and application quality. Effectiveness, in turn, was connected to greater well-being. The findings have implications for integrative theory building and developing measures promoting student well-being.

Authors

• Sophie von der Muelbe, University of Augsburg

• Raven Rinas, University of Augsburg

• Markus Dresel, University of Augsburg

• Kristina Stockinger, University of Augsburg