The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary Study

Frontiers in Psychology

article

Nicole Eckerlein¹  Anne Roth²  Tobias Engelschalk¹  Gabriele Steuer¹  Bernhard Schmitz²  Markus Dresel¹ 

[1] Department of Psychology, University of Augsburg;Department of Psychology, Technical University of Darmstadt

关键词: self-regulated learning;    motivational regulation;    quality of strategy use;    standardized learning diary;    higher education;   

DOI  :  10.3389/fpsyg.2019.00081

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring, and correcting strategy use) aspect. One hundred and fifteen university students reported the quantity and quality of their motivational regulation strategy use in a pretest and kept a standardized learning diary focused on motivational difficulties and invested effort over a 14-day period just before an exam in their studies. Exam performance was assessed afterward. Results revealed positive effects of both aspects of motivational regulation on invested effort in exam preparation and exam performance. Moreover, a high quality of motivational regulation was associated with reduced negative effects of motivational difficulties on invested effort during studying—implying that motivational regulation can buffer against specific motivational problems occurring in the learning process.

【 授权许可】

CC BY