Effects of Effort Attribution, Self-Efficacy, Intrinsic Value, and Perceived Usefulness and Cost for Self-Regulated Learning Strategies on the Use of Self-Regulated Learning Strategies

DOI Web Site 4 Citations 11 References
  • MORI Yoko
    Graduate School of Education, Hiroshima University

Bibliographic Information

Other Title
  • 努力観,自己効力感,内発的価値及び自己制御学習方略に対する有効性とコストの認知が自己制御学習方略の使用に及ぼす影響
  • 資料 努力観、自己効力感、内発的価値及び自己制御学習方略に対する有効性とコストの認知が自己制御学習方略の使用に及ぼす影響
  • シリョウ ドリョクカン ジコ コウリョクカン ナイハツテキ カチ オヨビ ジコ セイギョ ガクシュウ ホウリャク ニ タイスル ユウコウセイ ト コスト ノ ニンチ ガ ジコ セイギョ ガクシュウ ホウリャク ノ シヨウ ニ オヨボス エイキョウ

Search this article

Abstract

This study investigated the relationship between students' motivation and use of self-regulated learning strategies. The subjects were 1381 junior high school students. Data were gathered using a questionnaire containing items on self-regulated learning strategies and motivation beliefs taken from the motivated strategies for learning questionnaire (MLSQ). Results showed that 238 students (most) perceive efforts as controllable, internal and unstable, 192 students (second) consider efforts controllable, internal, and stable. Additionally, it was found that the recognition of usefulness and cost to use self-regulated learning strategies has a direct influence on the use of self-regulated strategies, while the perception of efforts, self-efficacy and intrinsic value have indirect influences on the use of self-regulated learning strategies.

Journal

Citations (4)*help

See more

References(11)*help

See more

Keywords

Details 詳細情報について

Report a problem

Back to top