Beyond Hypotheticals: Reexamining Authentic Motivational Regulation Strategies in Exam Preparation

• In Event: Advances in Students' Regulation of Their Motivation and Learning

Abstract

Understanding the strategies students use to regulate their motivation has led to widespread research. However, much of this research originated from students considering hypothetical scenarios instead of making choices in authentic learning contexts. Therefore, this work captures the motivational regulation strategies that students use as they study for their exams. Across two studies, undergraduates responded to an open-ended question for how they motivated themselves to study for an exam. Based on their responses, we developed a coding protocol and applied it to both studies. We found that students had nuanced conceptualizations of motivational strategies. This work suggests that students employ a broader range of motivational strategies than current questionnaires capture, offering new insights for future research.

Authors

• Mae Monette, Vanderbilt University

• Madison Peroutka, Vanderbilt University

• J. Elizabeth Richey, University of Pittsburgh

• Cristina D. Zepeda, Vanderbilt University