Dynamic Interplay of Motivational Regulation Strategies and Achievement: Insights From Intensive Longitudinal Data

• In Event: Advancing Self-Regulated Learning in Higher Education: Profiles, Strategies, and Interventions Across Diverse Learning Contexts

Abstract

Despite growing interest on how students regulate their motivation, little is known about the dynamic changes in their strategies over time and their effectiveness in academic success. To explore the evolving patterns of motivational regulation strategies throughout a semester, we recruited 223 students and collected weekly data on their strategies (totaling 1,366 responses) and their course grades. We observed a general decline in strategy use over time, with a particular focus on performance- and behavior-oriented strategies. Additionally, we highlighted the dynamic and interconnected nature of these strategies, showing how certain approaches (e.g., mastery self-talk) 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.

Authors

• Yeo-eun Kim, Sungkyunkwan University

• Patrick N. Beymer, University of Cincinnati

• Elise C. Allen, University of Northern Colorado

• Emily Quinn Rosenzweig, Teachers College, Columbia University