Motivation And Self-Regulation Learning

Question # 1 – Self Regulated Learning

Self-regulated learning it is a proactive process where students can use their self-directive process and self-beliefs to develop academic skills such as goal setting and self-monitoring to improve ones academic performance. There are two main parts self-regulation and motivation. In self-regulation, students monitor their goals and performance. They use self-regulation to ensure academic achievement. This requires students to take responsibility of their learning as well as be motivated. Motivation whether it is intrinsic or extrinsic plays a major part of self-regulation learning. Students need to want to achieve the academic goal at hand. Motivation and engagement varies based on the academic content

Mastery goals are learning goals where the motivation is to learning and understanding a skill or materials on hand. It includes engagement with the main purpose is to develop a new competence. Performance goals on the other hand are goals that are tied to one’s ego or ability. The purpose is to demonstrate one’s ability where one can appear smart rather than develop a new skill. It focuses on demonstrating a high ability. Achievement goals are closely related to self-regulation learning. Zimmerman (2002) argued that a mastery goal for engagement encourages self-regulation learning compared to performance goals, which do not. Research has strong evidence that supports a positive relationship between Mastery goals and self-regulation learning. Both mastery and performance goals have a counterpart of avoidance. Mastery avoidance goals are goals motivated to avoiding the decline of competence or avoiding missing opportunities for learning. Performance avoidance goals are motivated to avoiding demonstrating low ability. Performance avoidance goals are negatively associated with self-regulation learning and aid self-handicapping strategies. Research however is inconclusive about the relationship between performance goals. Some argue that there is a positive association, while others argue that they have no positive relationships. Some studies suggest that they are actually related to unwanted cognitive, emotional, and behavioral process that have a negative relationship with self-regulation learning indicators. This uncertainty suggests that these goals tend to be