Motivation & Self-Regulated Learning

When self-regulated learners have a choice of learning activities, they intentionally choose alternatives that interest them. For example, when thinking about a project for the course, they might develop a project that is related to a current interest or a long-term goal.

Self-regulated learners set short-term as well as long-term goals for themselves. For example, they might tell themselves "I need to finish this chapter on motivation before I go to lunch". By setting and reaching short-term goals, they also enhance their sense of competence and self-efficacy.

Self-regulated learners identify factors within themselves over which they have considerable control, such as good strategies. For instance, while dealing with a difficult problem they might think "I solved these kinds of problems before. What approaches did I use that worked for me?"

Self-regulated learners create or find an environment in which they can concentrate as they study. For example, they can reduce the likelihood of distractions by finding a quiet place in the library, turning off their mobile device, or muting their notifications.

Self-regulated learners engage in self-talk that emphasizes the reasons for completing a task or performing at high levels. They might say "I can help others in my study group understand this topic only if I understand it myself" or "Getting an A on this test is important for my GPA".

Self-regulated learners devise ways to make a boring task more interesting and enjoyable. They might try to make the task into a game of some sort, or they might embellish their written work with illustrations.

Self-regulated learners promise themselves rewards for doing well; they may also punish themselves in some way if they fail. For example, they might treat themselves to a night at the movies with friends if they finish a certain assignment.

One aspect of self-regulated learning in which motivation is prominent is help-seeking behavior.

Self-regulated learning doesn't always involve learning independently. Self-regulated learners know when they need an expert's help to master certain topics or skills.

What could be the reasons for avoiding help-seeking?

Seeking help from a knowledgeable other person can be more beneficial than giving up prematurely, more appropriate than waiting passively, and more efficient than persisting unsuccessfully on one’s own.

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One aspect of self-regulated learning in which motivation is prominent is help-seeking behavior.

Self-regulated learning doesn't always involve learning independently. Self-regulated learners know when they need an expert's help to master certain topics or skills.

What could be the reasons for avoiding help-seeking?

Seeking help from a knowledgeable other person can be more beneficial than giving up prematurely, more appropriate than waiting passively, and more efficient than persisting unsuccessfully on one’s own.

References

Karabenick, S. A. (1998). Help seeking as a strategic resource. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 1–11). Mahwah, NJ: Erlbaum.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 , 122–147.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 , 261–271.

Pintrich, P. R. (1994). Student motivation in the college classroom. In K. W. Prichard & R. M. Sawyer (Eds.), Handbook of college teaching: Theory and applications (pp. 23–43). Westport, CT: Greenwood.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.

Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.

Ormrod, J. E. (2020). Human Learning. Pearson.