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The effects of strength-based versus deficit-based self-regulated learning strategies on students' effort intentions

Hiemstra, D. & Van Yperen, N. W., Mar-2015, In : Motivation and Emotion. 39, 5, p. 656-668 13 p.

Research output: Contribution to journalArticleAcademicpeer-review

In two randomized experiments, one conducted online (n = 174) and one in the classroom (n = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students’ intentions to put effort into professional development activities: strength-based SRL strategies (i.e., identifying perceived relative strengths and, subsequently, selecting professional development activities to further improve those strengths) versus deficit-based SRL strategies (i.e., identifying perceived relative short- comings and, subsequently, selecting professional develop- ment activities to improve those shortcomings). Across both studies, analysis of variance revealed that, relative to students who used deficit-based SRL strategies, students who used strength-based SRL strategies were higher in perceived competence, intrinsic motivation, and effort in- tentions. Moreover, the results of multi-mediator analysis and structural equation modeling supported the hypothesis that the effect of strength-based versus deficit-based SRL strategies on students’ effort intentions was sequentially mediated by perceived competence and intrinsic motiva- tion. Implications for the application of self-regulated learning strategies in the context of professional self-de- velopment are discussed.
Original languageEnglish
Pages (from-to)656-668
Number of pages13
JournalMotivation and Emotion
Volume39
Issue number5
Publication statusPublished - Mar-2015

    Keywords

  • Self-regulated learning strategies 􏰀 Professional self-development 􏰀 Perceived competence 􏰀 Intrinsic motivation 􏰀 Effort intentions, COGNITIVE EVALUATION THEORY, INTRINSIC MOTIVATION, PERCEIVED COMPETENCE, EXTRINSIC MOTIVATION, HIERARCHICAL MODEL, COLLEGE-STUDENTS, HIGH-SCHOOL, PERFORMANCE, FEEDBACK, EDUCATION

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