Motivation and self-regulation: Processes involved and context effects - A discussion

Psychologia

Volumn 46, Issue 1, 2003, Pages 38-52

  Efklides, Anastasia ^a   Niemivirta, Markku ^b   Yamauchi, Hirotsugu ^c  

^a ARISTOTLE UNIVERSITY OF THESSALONIKI   (Greece)

^b UNIVERSITY OF HELSINKI   (Finland)

^c DOSHISHA UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042031362     PISSN: 00332852     EISSN: None     Source Type: Journal    
DOI: 10.2117/psysoc.2003.38     Document Type: Review

References (60)

1. Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: NJ: Prentice-Hall.
2. Bandura, A. 1988. Self-regulation of motivation and action through goal systems. In V. Hamilton, G. H. Bower, & N. H. Frijda (Eds.), Cognitive perspectives on emotion and motivation (pp. 37-61). Dordrecht, The Netherlands: Kluwer.
3. Bandura, A. 1997. Self-efficacy: The exercise of control. New York: Freeman.
4. Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). 2000. Handbook of self-regulation. San Diego, CA: Academic.
5. Butler, R. 1992. What young people want to know when - Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943.
6. Covington, M. V. 1984. The self-worth theory of achievement motivation: Findings and implications. Elementary School Journal, 85, 5-20.
7. Covington, M. V. 1992. Making the grade. A self-worth perspective on motivation and school reform. Cambridge, UK: Cambridge University Press.
8. Deci, E. L., & Ryan, R. M. 1985. Intrinsic motivation and self-determination in human behavior. New York: Plenum.
9. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. 1991. Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
10. Dermitzaki, I., & Efklides, A. 2001. Age and gender effects on students' evaluations regarding the self and task-related experiences in mathematics. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp. 271-293). Amsterdam: Elsevier.
11. Dweck, C. S. 1986. Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
12. Dweck, C. S., & Elliott, E. S. 1983. Achievement motivation. In E. M. Hetherington (Ed.), Handbook of child psychology: Vol 4. Socialization, personality, and social development (pp. 643-691). New York: Wiley.
13. Eccles, J. S., & Wigfield, A. 2002. Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
14. Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D., & Feldlaufer, H. 1993. Negative effects of transitional middle school on students' motivation. The Elementary School Journal, 93, 553-574.
15. Efklides, A. 2001. Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Dordrecht, The Netherlands: Kluwer.
16. Efklides, A., Samara, A., & Petropoulou, M. 1999. Feelling of difficulty: An aspect of monitoring that influences control. European Journal of Psychology of Education, 14, 461-476.
17. Elliot, A. J., & Church, M. A. 1997. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
18. Elliot, A. J., & McGregor, M. A. 2001. A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
19. Elliott, E. S., & Dweck, C. S. 1988. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
20. Flavell, J. H. 1979. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.
21. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. 2000. Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
22. Hidi, S. 2001. Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13, 191-209.
23. Husman, J., & Lens, W. 1999. The role of the future in student motivation. Educational Psychologist, 34, 113-125.
24. Järvelä, S., & Niemivirta, M. 2001. Motivation in context: Challenges and possibilities in studying the role of motivation in new pedagogical cultures. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp. 105-127). Amsterdam: Elsevier.
25. Krapp, A. 1999. Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14, 23-40.
26. Krapp, A., Hidi, S., & Renninger, K. A. 1992. Interest, learning and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Erlbaum.
27. Kuhl, J. 1984. Volitional aspects of achievement motivation and learned helplessness: Towards a comprehensive theory of action control. In B. A. Maher (Ed.), Progress in experimental personality research (Vol. 13, pp. 99-171). New York: Academic.
28. Kuhl, J. 2001. A functional approach to motivation: The role of goal-enactment and self-regulation in current research on approach and avoidance. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 239-268). Dordrecht, The Netherlands: Kluwer.
29. Lave, J. 1993. "The practice of learning". In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge, UK: Cambridge University Press.
30. Linnenbrink, E. A., & Pintrich, P. R. 2001. Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 251-270). Amsterdam: Elsevier.
31. Metallidou, P., & Efklides, A. 2001. The effects of general success-related beliefs and specific metacognitive experiences on causal attributions. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 325-347). Dordrecht, The Netherlands: Kluwer.
32. Midgley, C., Kaplan, A., & Middleton, M. 2001. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
33. Murphy, P. K., & Alexander, P. A. 2000. A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
34. Nicholls, J. G. 1984. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
35. Nicholls, J. G. 1989. The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
36. Niemivirta, M., Rijavec, M., & Yamauchi, H. 2001. Goal orientations and action-control beliefs: A cross-cultural comparison among Croatian, Finnish, and Japanese students. In A. Efklides, J. Kuhl, & R. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 163-183). Dordrecht, The Netherlands: Kluwer.
37. Pintrich, P. R. 2000a. An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92-104.
38. Pintrich, P. R. 2000b. The role of goal orientation in self-regulated learning. In P. R. Pintrich (Ed.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic.
39. Pintrich, P. R., & De Groot, E. V. 1990. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
40. Pintrich, P., Smith, D. A. F., Garcia, T., & McKeachie, W. J. 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire (Technical Report). The Regents of the University of Michigan.
41. Renninger, K. A. 2000. Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373-404). San Diego, CA: Academic.
42. Ryan, R. M., & Deci, E. L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
43. Schraw, G., & Lehman, S. 2001. Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13, 23-52.
44. Schunk, D. H. 2000. Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116-119.
45. Schunk, D. H., & Zimmerman, B. J. (Eds.). 1994. Self-regulation of learning and performance: Issues and educational applications, Hillsdale, NJ: Erlbaum.
46. Schunk, D. H., & Zimmerman, B. J. (Eds.). 1998. Self-regulated learning: From teaching to self-reflective practice. New York: Guilford.
47. Simons, J., Dewitte, S., & Lens, W. 2000. Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335-351.
48. Thrash, T. M., & Elliot, A. J. 2001. Delimiting and integrating achievement motive and goal constructs. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 3-21). Dordrecht, The Netherlands: Kluwer.
49. Turner, J. C. 2001. Using context to enrich and challenge our understanding of motivational theory. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp. 85-104). Amsterdam: Elsevier.
50. Urdan, T. 1997. Achievement goal theory: Past results, future directions. In P. R. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 99-141). Greenwich, CT: JAI.
51. Vallerand, R. J., Fortier, M. S., & Guay, F. 1997. Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
52. Vauras, M., Salonen, P., Lehtinen, E., & Lepola, J. 2001. Long-term development of motivation and cognition in family and school contexts. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 295-315). Amsterdam: Elsevier.
53. Volet, S., & Järvelä, S. (Eds.). 2001. Motivation in learning contexts: Theoretical advances and methodological implications. Amsterdam: Elsevier.
54. Vollmeyer, R., & Rheinberg, F. 1998. Motivationale Einflüsse auf Erwerb und Anwendung von Wissen in einem computersimulierten System [Motivational influences on the acquisition and application of knowledge in a simulated system]. Zeitschrift für Pädagogische Psychologie, 12, 11-24.
55. Weiner, B. 1979. Theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
56. Weinstein, C. E., & Mayer, R. E. 1986. The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillan.
57. Wigfield, A., & Karpathian, M. 1991. Who am I and what can I do - Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233-261.
58. Yamauchi, H., & Tanaka, K. 1998. Relations of autonomy, self-referenced beliefs, and self-regulated learning among Japanese children. Psychological Reports, 82, 803-816.
59. Zimmerman, B. J. 1998. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning; From teaching to self-reflective practice (pp. 1-19). New York: Guilford.
60. Zimmerman, B. J., & Schunk, D. H. (Eds.). 1989. Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer.