Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

Year 2017, Volume: 4 Issue: 3, 1 - 11, 01.09.2017

Wondimu Ahmed

https://doi.org/10.17220/ijpes.2017.03.001

Abstract

This study investigated the relationship between motivation and self-regulated learning SRL in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables self-efficacy, intrinsic value & instrumental value in predicting three SRL strategies memorization, elaboration & control . The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math.

Keywords

Motivation, Self-regulated learning, Multilevel multivariate analysis, Mathematics

References

• Artlet, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for Life. Student Approaches to Learning. Results from PISA 2000.
• Berger, J. L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. doi:10.1016/j.learninstruc.2010.06.002
• Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-143823
• Boekaerts, M. (2010). Motivation and self-regulation: two close friends. In T. Urdan, & S. A. Karabenick (Eds.), Advances in motivation and achievement. The next decade of research in motivation and achievement, 16B, 73-112, London: Emerald.
• Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: a meta-analysis. Educational Psychology Review, 28, 428-474. doi:10.1007/s10648-015-9320-8
• Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391-409. doi:10.1007/s10648-008-9083-6
• Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. doi:10.1080/00461520902832368
• Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Npj/Science of Learning, 1, 1-13. doi:10.1038/npjscilearn.2016.13
• Hox, J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge.
• Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86-99. doi:10.1016/j.cedpsych.2014.02.002
• Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J., Abdelfattah, F., Leung, K. C., & Parker, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105(1), 108-118. doi:10.1037/a0029907
• Organization for Economic Co-operation and Development. (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: Author.
• Park, R., Pituch, K. A., Kim, J., Chung, H., & Dodd, B. G. (2015). Comparing the performance of multivariate multilevel modeling to traditional analyses with complete and incomplete data. Methodology, 11, 100– 109. doi:10.1027/1614-2241/a000096
• Paternoster, R., Brame, R., Mazerolle, P., & Piquero, A. (1998). Using the correct statistical test for the equality of regression coefficients. Criminology, 36(4), 859-866. doi:10.1111/j.1745-9125.1998.tb01268.x
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. doi:10.1016/s0883-0355(99)00015-4
• Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. doi:10.1037//0022-0663.82.1.33
• Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: the role of cognitive and motivational factors. In A. Wigfield, & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249–284). San Diego: Academic Press.
• Rasbash, J., Charlton, C., Browne, W.J., Healy, M. and Cameron, B. (2009) MLwiN Version 2.1. Centre for Multilevel Modelling, University of Bristol.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020
• Schunk, D.H. Meece J.L., & Pintrich, P. R. (2013). Motivation in education: Theory, research, and applications (4th Ed.). Englewood Cliffs, NJ: Prentice Hall Merrill.
• Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. Mahwah, NJ: Lawrence Erlbaum.
• Sins, P. H., van Joolingen, W. R., Savelsbergh, E. R., & van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33(1), 58-77. doi:10.1016/j.cedpsych.2006.12.004
• Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological Bulletin, 137(3), 421. doi:10.1037/a0022777
• Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd ed.). London, England: Sage.
• Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self-regulation and learning strategies. New Directions for Teaching and Learning, 126, 45-53. doi:10.1016/b978-012109890-2/50051-2
• Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). (pp. 315-327) New York: Macmillan.
• Wigfield, A., & Cambria, J. (2010). Expectancy-value theory: retrospective and prospective. In T. Urdan, & S. A. Karabenick (Eds.), Advances in motivation and achievement. The next decade of research in motivation and achievement, 16A (pp. 35-70). London: Emerald.
• Wigfield, A., Hoa, L. W., & Klauda, S. L. (2008). The role of achievement values in the regulation of achievement behaviors. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 169-195). New York: Erlbaum.
• Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.531-599). San Diego, CA: Academic.
• Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional science, 26(1-2), 27-47. doi:10.1007/978-94-017-2243-8_6
• Zimmerman, B. J. (2011). Motivational sources and outcomes of self- regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York, NY: Routledge.
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909
• Zimmerman, B.J.& Labuhn, A.S. (2012). Self-regulation of learning: process approaches to personal development. In K.R. Harris, S. Graham, T. Urdan (Eds.), APA Educational Psychology Handbook, Vol. 1, American Psychology Association, Washington DC, pp. 399–425
• Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51. doi:10.1037//0022-0663.82.1.51
• Zimmerman, B.J., & Schunk, D. H. (2008). Motivation: An essential dimension of self- regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Mahwah, NJ: Lawrence Erlbaum.