Relationship Between Self Regulation And Motivation

869 WordsNov 29, 20154 Pages
Discussion: The articles chosen for this project provide developments in how teachers can motivate students to self-regulate their learning. Sansone and Thoman reach a conclusion in their research that made a critical case of the relationship between self-regulation and motivation. The purpose of their argument was to explain the importance the “interest experience” plays in students maintaining motivation in order to self-regulate. They used research already completed to explain their suggestion that the “interest experience is the missing piece in the self-regulation model”. Wolters, Yu, and Pintrich conclude from their study that students who adopt a learning goal orientation tend to show more motivation towards self-regulatory strategy use. They further conclude that motivation and strategy use are strongly influenced by goal orientation and the “outcomes are not just reflective of stable individual difference”. Wolters, Yu, and Pintrich, based on their results, explain that learning goal orientation promotes motivational beliefs, which in turn led to higher levels of self-regulation when compared to the other goal orientations. The articles through their conclusions each had their own strengths and weaknesses. Sansone and Thoman’s strengths were shown through the extensive amount of research they completed to provide evidence to their arguments. They used a collection of different studies to explain their argument that gave justification to their conclusions. The
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