The relationship between motivational constructs and self-regulated learning: a systematic review
DOI:
https://doi.org/10.71068/5n8stc02Keywords:
School dropouts, institutional strategies, socio-emotional support, personalized tutoring, community-school collaborationAbstract
The objective of this review was to identify the motivational constructs that were most associated with self-regulated learning and how these motivational constructs related to self-regulated learning. We included 20 studies (N=8,759) that met the inclusion criteria for this review. Overall, evidence from the included studies showed that motivational constructs, such as self-efficacy, intrinsic goal orientation, task value, and academic performance, were positively and significantly related to and predicted self-regulated learning; test anxiety was negatively and insignificantly related to and predicted self-regulated learning; Inconsistent results were observed for extrinsic goal orientation, as it could be positively or negatively related to and predict self-regulated learning.
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