The Role of Motivation in Self-Regulated Learning

This chapter examines self-regulated learning in the context of achievement goal theory. It deals with a brief overview of achievement goal research and applications of this research to classroom learning. Goal conceptions of motivation focus on the purposes of students’ achievement behavior. Self-efficacy research has examined the influence of goal setting on students’ achievement behavior. Self-regulated learning refers to the processes by which students exercise control over their thinking, affect, and behavior as they acquire knowledge and skills. A number of studies have clearly demonstrated that students show high levels of self-regulated learning and task engagement when they are oriented toward learning or mastery goals. Normative and public forms of evaluation can elicit an ego goal orientation and reduce students’ interest in learning, even if the student receives positive feedback. Efforts to modify students’ academic motivation and achievement behavior in the classroom will require fundamental changes in how learning is currently defined and assessed in schools.