Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Regulation of Motivation: Contextual and Social Aspects


by Christopher A. Wolters Ś 2011

Background: Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students´┐Ż efforts to control their own motivation or motivational processing. The regulation of motivation includes students´┐Ż knowledge, monitoring, and active management of their motivation or motivational processing.

Purpose: The purpose of this article is threefold. One, a conceptual understanding of regulation of motivation highlighting three core facets is presented. These aspects are knowledge of motivation, monitoring of motivation, and use of strategies to regulate motivation. Two, prior empirical work documenting the regulation of motivation across contexts is reviewed. This work indicates that students at different developmental levels use motivational regulation strategies and that their use varies as a function of the academic task or context. Three, social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes are discussed.

Research Design: This article is an analytic essay in which selected prior research is reviewed only briefly.

Conclusions/Recommendations: Overall, it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly. Specific avenues for future studies are noted and include work that examines students´┐Ż knowledge and monitoring of motivation, how regulation of motivation varies across contexts, and how instructional and social processes impact its development.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Regulation of Motivation: Contextual and Social Aspects
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 113 Number 2, 2011, p. 265-283
http://www.tcrecord.org ID Number: 15977, Date Accessed: 10/21/2017 8:04:37 AM

Purchase Reprint Rights for this article or review
Article Tools

Related Media


Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Christopher Wolters
    University of Houston
    CHRISTOPHER A. WOLTERS earned a Ph.D. in education and psychology from the University of Michigan in Ann Arbor. He is now an associate professor in the Department of Educational Psychology at the University of Houston, where he has served as director for the Ph.D. and M.Ed. programs in educational psychology since 2002. In his research, Dr. Wolters studies motivation and self-regulation, including their development and how they interact to influence studentsĺ academic engagement, learning, and achievement.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS