Exploring the Role of Metamotivational Feelings in Students’ Regulation of Their Motivation

Session Type: Symposium

Abstract

Most of the research on motivation regulation has focused on the strategies that students use to exert control over their task motivation. As a result, relatively little is known about how students come to realize (a) that their motivation has changed and (b) that this change calls for them to implement a particular strategy. Miele and Scholer (2018) have suggested that these monitoring processes are dependent on people’s metamotivational feelings (i.e., sensations and emotions corresponding to fluctuations in motivation), as well as the beliefs they use to interpret such feelings. This symposium will introduce the concept of metamotivational feelings and presents findings from the some of the first studies to examine the role that these feelings play in people’s self-regulation.

Sub Unit

• SIG-Motivation in Education

Chair

• David B. Miele, Boston College

Papers

• A Framework for Understanding How Individuals Monitor Their Motivational States: The Role of Metamotivational Feelings - David B. Miele, Boston College; Abigail A. Scholer, University of Virginia; Kentaro Fujita, The Ohio State University

• Making Sense of Boredom: Interoception and Cognitive Homeostasis - Chantal Trudel, University of Waterloo; James Danckert, University of Waterloo

• The Role of Feelings of Compulsion in Young Adults’ Self-Regulation of Their Social Media Use - Sinwoo Bae, Boston College; David B. Miele, Boston College

• Developing a Measure of Individual Differences in College Students’ Awareness of Their Metamotivational Feelings - Erika Alvarez-Atencio, Universidad Complutense de Madrid; David B. Miele, Boston College; Jesús M. Alvarado, Universidad Complutense de Madrid

Discussant

• Reinhard Pekrun, University of Essex