Motivational Regulation Strategies in Undergraduates

Abstract

This study developed a motivational regulation strategy scale, and examined its construct validity and the effects of motivational regulation strategies on persistence in learning and behavioral engagement. First, a self-report questionnaire with open-ended questions was administered to 156 undergraduates. The findings were used to develop a motivational regulation strategy scale. Next, this self-report scale was administered to 272 undergraduates. An exploratory factor analysis indicated a seven-factor structure of motivational regulation strategies. The relationships between motivational regulation strategies and learning beliefs, measured by the Control, Agency, and Means-Ends Interview (CAMI), supported the construct validity of the new scale. The results of multiple regression analysis indicated that an autonomy regulation strategy positively influenced persistence in learning and behavioral engagement, and that cooperation and performance strategies negatively influenced persistence in learning and behavioral engagement. The implications of motivational regulation strategies for undergraduates are discussed. Key