A systematic review of the relationship between motivational constructs and self-regulated learning

• 主要な著者: Lim, S. L., Yeo, K. J.
• フォーマット: 論文
• 言語: English
• 出版事項: Institute of Advanced Engineering and Science 2021
• 主題: LB Theory and practice of education
• オンライン･アクセス: http://eprints.utm.my/id/eprint/95160/1/LimSookling2021_ASystematicReviewoftheRelationship.pdf; http://eprints.utm.my/id/eprint/95160/; http://dx.doi.org/10.11591/IJERE.V10I1.21006

The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning.