Academically At-Risk and Underrepresented Students' Motivation-Regulation Strategy Use in Response to Academic Challenge

• In Event: Growth-Oriented Responses to Failure and Challenge

Abstract

Motivation regulation strategy (MRS) use is associated with achievement outcomes in undergraduates. Current studies are limited to single-time self-report measures of strategy use in general contexts. Our sample draws upon undergraduates from underrepresented populations and during a learning-to-learn course. We assessed students’ open-ended responses (n=76) about their motivation regulation strategy use in responding to academic challenges. We found emotional regulation and leveraging social resources to be the most common motivation regulation strategies. Additionally, they deviated from the current MRS theoretical conceptualizations as assessed in surveys. We propose these theoretically grounded strategies should be incorporated in future work as they expose students’ authentic usage of motivation regulation strategies.

Authors

• Brenda K Downing, Purdue University

• Alexandria Holmes, Purdue University