A systematic review of the relationship between motivational constructs and self-regulated learning
The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence...
Saved in:
| Main Authors: | , |
|---|---|
| 格式: | EJournal Article |
| 出版: |
Institute of Advanced Engineering and Science,
2021-03-01.
|
| 主题: | |
| 在线阅读: | Get fulltext |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning. |
|---|---|
| Item Description: | https://ijere.iaescore.com/index.php/IJERE/article/view/21006 |