Academic Goals in Relation to Motivational Self-Regulation Value Strategies

Abstract

The benefits of self-regulated learning have been confirmed. However, research is still pending on motivational self-regulation. We studied the use of attainment value and cost strategies in a study sample of 821 secondary education students. Our results showed that the students made considerable use of both strategies, that these strategies correlated positively with each other, that females made a significantly greater use of the cost strategy, and that greater use of each of the strategies was associated with a distinct multiple-goal student group. The results also enabled us to construct a general explanatory model of these strategies based on academic goals and self-efficacy, and independent of students’ sex or multiple-goal group.