The relation between students’ motivational beliefs and their use of motivational regulation strategies
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Motivation regulation strategies are task-specific because they always focus on a particular motivational problem.
“Accordingly, motivation regulation strategies are task-specific (e.g., Donker et al. 2014) because they always focus on a particular motivational problem (Wolters and Rosenthal 2000).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Wolters and Rosenthal 2000
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Handbook of Self-Regulation of Learning and Performance
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“Wolters and Rosenthal (2000) also found that eighth-grade students who reported using interest enhancement strategies more often tended to report greater value for academic tasks and a stronger focus on learning goals.”
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“Wolters and Rosenthal (2000) also found that performance goals related to adaptive motivational regulation strategies.”
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“In addition, they must also have access to volitional strategies (Corno, 2001; Wolters & Rosenthal, 2000) to comply with social expectations and rules (e.g., being a responsible learner, being a friendly and broad minded group member; living up to the teacher’s expectations) and deal with obstacles…”
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“The items developed from these studies were refined and used in several additional studies examining regulation of motivation within junior high school ( Wolters & Rosenthal, 2000 ), high school (Wolters, 1999b), and college students (Wolters, 2001).”
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“…these strategies are consistent with the original study of college students (Wolters, 1998) and other studies using similar items with German university students (Schwinger et al., 2007) and samples of younger adolescents (Schwinger et al., 2009; Wolters, 1999b; Wolters & Rosenthal, 2000).”
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“There are research findings explaining what students might use to regulate motivation and emotion (e.g., Wolters & Rosenthal, 2000), but what is still missing is how students’ actual use of specific strategies for regulating motivation calibrate to their use of strategies (cf. Winne & JamiesonNoel,…”
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“E in Figure 1; for support, see Sansone, Weir, Harpster, & Morgan; 1992; Sansone, Wiebe, & Morgan, 1999; Smit et al., 2017; Wolters & Benzon, 2013; Wolters & Hussain, 2015; Wolters & Rosenthal, 2000).”
A Self-regulated Learning Perspective on Student Engagement
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“Many studies have reported on university students’ regulation of effort and persistence in academic tasks (Zimmerman & Martinez-Pons, 1990), interest regulation (Sansone, Weir, Harpster, & Morgan, 1992), or regulation of goals (Wolters & Rosenthal, 2000).”
BackgroundVelayutham, S., Aldridge, J. M., & Fraser, B. J. (2011) · International Journal of Science Education · doi:10.1080/09500693.2010.541529 · Cited by 173 · see citing works
“Wolters and Rosenthal (2000) suggest that, theoretically, students who are convinced that their learning activity is important, interesting, and useful are more inclined to expend greater effort and persist longer towards completing an activity.”
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“The factor had a strong predictive power on goal-oriented monitoring, revealing that self-efficacy in metacognitive monitoring and evaluation is closely linked to task-related learning goals (Wolters & Rosenthal, 2000).”
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“Self-regulation is now seen as a vital ingredient to performance in educational settings (Zimmerman, 1990a, b, 2000); Wolters & Rosenthal, 2000).”
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“It is common for researchers to employ a combination of intrinsic, attainment, and utility values to indicate STVs, but to not include cost in these measures (e.g., Bong, 2001; Cole, Bergin, & Whittaker, 2008; Durik, Vida, & Eccles, 2006; Liem, Lau, & Nie, 2008; Wolters & Rosenthal, 2000).”
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Not all roads lead to Rome — Comparing different types of motivational regulation profiles
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“Research indicates that adolescents are capable of engaging in self-regulatory strategies (e.g., Wolters & Rosenthal, 2000) and that instruction can be tailored to enhance self-regulation (Bednall & James-Kehoe, 2011).”
BackgroundTransfer of metacognitive skills in self-regulated learning: an experimental training study
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“…by Zimmerman & Martinez-Pons (1990) for fifth-grade, ninthgrade and eleventh-grade students for, among others, EC and SC; by Wolters and Benzon (2013) for college students for all strategies except IE; and by Wolters and Rosenthal (2000), for eight-grade students for all strategies except SC.”
BackgroundResultInfluentialWhy college students procrastinate in online courses: A self-regulated learning perspective
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“However, although using mobile technology can motivate self-directed learners to learn, it is temporary, and learners are easily distracted, interrupted (Crescente & Lee, 2011; Kacetl & Klímová, 2019; Wolters & Rosenthal, 2000).”
BackgroundThe Effect of Motivation on Student Achievement
Özen, S. O. (2017) · Springer eBooks · doi:10.1007/978-3-319-56083-0_3 · Cited by 79 · see citing works
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“For example, high achievers often apply consequences for themselves as a way to evaluate and monitor their own progress (Wolters & Rosenthal, 2000).”
BackgroundMotives to Self-Regulate Learning: A Social Cognitive Account
Zimmerman, B. J., & Cleary, T. J. (2009) · doi:10.4324/9780203879498-18 · Cited by 76 · see citing works
Development and validation of the brief regulation of motivation scale
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Quantity and quality of motivational regulation among university students
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“…research into motivational regulation has focused on the extent of strategy application, particularly with regard to relationships with distal aspects of learning processes such as general effort and achievement (e.g. Schwinger et al., 2009, 2012; Wolters, 1998, 1999; Wolters & Rosenthal, 2000).”
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“Motivational beliefs are among the most critical factors affecting academic achievement because they impact an individual’s dedication on the task and persistence on accomplishing it (Wolters & Rosenthal, 2000).”
BackgroundDebriefing for the Transfer of Learning: The Importance of Context
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Improving student expectations of learning in a problem-based environment
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“…literature are interest, curiosity, initiatives and high levels of students’ activation, autonomous work, persistence in the face of difficulties, and maintaining self-motivation toward the task at hand (Kuyper, van der Werf, & Lubbers, 2000; Sansone & Thoman, 2005; Wolters & Rosenthal, 2000).”
BackgroundLearners' developing knowledge of strategies for regulating motivation
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“Self^ consequating refers to the self^ administration of rewards for task completion, or punishments for lack of completion, in an effort to maintain or increase motivation (Dembo & Eaton, 2000; Kuhl, 1985; Wolters, 1999, 2003; Wolters & Rosenthal, 2000; Zimmerman & Martinez- ^ Pons, 1986).”
BackgroundMethodInfluentialLearning, performance and improvement
Watkins, C. (2010) · Cited by 58 · see citing works
Achievement goals, motivational self-talk, and academic engagement among Chinese students
Wang, C., Shim, S. S., & Wolters, C. A. (2017) · Asia Pacific Education Review · doi:10.1007/s12564-017-9495-4 · Cited by 56 · see citing works
“For example, two extant studies have examined the relationships between achievement goals and motivational self-talk (Wolters and Benzon 2013; Wolters and Rosenthal 2000).”
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Au, E. W. M. (2014) · Anxiety Stress & Coping · doi:10.1080/10615806.2014.976761 · Cited by 52 · see citing works
Metamotivation: Emerging research on the regulation of motivational states
Miele, D. B., Scholer, A. A., & Fujita, K. (2020) · Advances in motivation science · doi:10.1016/bs.adms.2019.10.001 · Cited by 57 · see citing works
Hadwin, A. F., & Järvelä, S. (2011) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811111300201 · Cited by 51 · see citing works
Jack, G. U., & Kyado, J. J. (2017) · Journal of Education Society and Behavioural Science · doi:10.9734/jesbs/2017/34266 · Cited by 50 · see citing works
Ilishkina, D. I., de Bruin, A. B. H., Podolskiy, A. I., Volk, M. I., & van Merriënboer, J. J. G. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101956 · Cited by 49 · see citing works
Kolovelonis, A., Γούδας, Μ., & Dermitzaki, I. (2012) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2012.671592 · Cited by 48 · see citing works
“It has been found that motivational beliefs (e.g. self-efficacy) predicted the use of self-regulatory strategies in academic contexts (Wolters, 1999; Wolters & Pintrich, 1998; Wolters & Rosenthal, 2000).”
BackgroundYun, H., & Park, S. (2018) · Studies in Higher Education · doi:10.1080/03075079.2018.1510910 · Cited by 48 · see citing works
“In alignment with the findings from the previous studies (Schwinger and Stiensmeier-Pelster 2012; Wolters 1999; Wolters and Rosenthal 2000), the results of this study revealed that the students who use goal orientation strategies including mastery self-talk and performance approach self-talk…”
BackgroundResultBartels, J. M., Magun-Jackson, S., & Kemp, A. D. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v7i18.1370 · Cited by 45 · see citing works
“…strategies and cognitive self-regulated learning strategies or strategies aimed at facilitating the processing of to-be-learned material (Bembe-nutty, 1999; Garcia, McCann, Turner, & Roska, 1998; McCann & Turner, 2004; Wolters, 1998; Wolters, 1999; Wolters, 2004; Wolters & Rosenthal, 2000).”
ResultÜniversite Öğrencilerinin Başarı Odaklı Motivasyon Düzeyleri
Ergin, A., & Karataş, H. (2018) · Hacettepe University Journal of Education · doi:10.16986/huje.2018036646 · Cited by 41 · see citing works
Online self‐regulated learning and academic procrastination: A moderated mediation model
Ma, M., Li, M., Wang, Q., Qiu, A., & Wang, T. (2022) · Psychology in the Schools · doi:10.1002/pits.22730 · Cited by 48 · see citing works
Ibrahim, M., Baharun, H., Harun, H., & Othman, N. B. (2017) · Malaysian Journal of Learning and Instruction · doi:10.32890/mjli2017.14.2.8 · Cited by 40 · see citing works
“It was also found that performance goal orientation negatively correlates with strategy of mastery (r = -0.44, p 0.001), interest enhancement (r = -0.19, p 0.05) and environmental control (r = -0.29, p 0.001) (Wolters & Rosenthal, 2000).”
InfluentialSelf-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review
Fernández-Ortube, A., Panadero, E., & Dignath, C. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09919-5 · Cited by 58 · see citing works
“…this finding, in pedagogical contexts, effects below d = 0.4 can be regarded as the consequence of traditional education and teachers’ actions, while only values above d = 0.4 represent meaningful deviations that go beyond the effects of everyday teaching (Hattie, 2008; Rosenthal & Wolters, 2000).”
InfluentialRealising creativity in management education: Putting student energy into action
Sunley, R., Harding, L., & Jones, J. (2019) · The International Journal of Management Education · doi:10.1016/j.ijme.2019.02.007 · Cited by 38 · see citing works
Can Motivational Regulation Counteract the Effects of Boredom on Academic Achievement?
FRITEA, I. V., & Fritea, R. (2013) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.04.266 · Cited by 37 · see citing works
Motivação e Autorregulação da Motivação no Contexto Educativo
Bzuneck, J. A., & Boruchovitch, E. (2016) · Psicologia · doi:10.21826/2179-58002016727584 · Cited by 37 · see citing works
Self- regulation and motivation in computer- supported collaborative learning environments
Järvelä, S., Hurme, T.-R., & Järvenoja, H. (2010) · doi:10.4324/9780203847817-28 · Cited by 37 · see citing works
Byman, R., & Kansanen, P. (2008) · Scandinavian Journal of Educational Research · doi:10.1080/00313830802497224 · Cited by 36 · see citing works
“Several studies (e.g. Wolters & Rosenthal, 2000) have also shown that students use different strategies to regulate their motivation.”
BackgroundOMURTAK, E., & Zeybek, G. (2022) · Journal of Education in Science Environment and Health · doi:10.21891/jeseh.1059283 · Cited by 35 · see citing works
Mathematics Self-efficacy, Self-concept and Anxiety Among 9 th Grade Students in Latvia
Briede, L. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.636 · Cited by 35 · see citing works
Sansone, C., Thoman, D. B., & Smith, J. L. (2010) · doi:10.1002/9781444318111.ch9 · Cited by 35 · see citing works
Diseño y validación de un cuestionario de gestión motivacional
Cabanach, R. G., Valle, A., Gerpe, M. G., Rodríguez, S., Piñeiro, I., & Rosário, P. J. S. L. F. (2009) · Communities in ADDI (Universidad del Pais Vasco) · doi:10.1387/revpsicodidact.249 · Cited by 34 · see citing works
Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors
Musso, M., Kyndt, E., Cascallar, E. C., & Dochy, F. J. R. C. (2012) · Education Research International · doi:10.1155/2012/250719 · Cited by 32 · see citing works
“, [14–16]) argued that students also need their motivation for learning and effort investment, motivation strategies [17, 18] and volitional strategies [74, 75] to comply with social rules and expectations and deal with obstacles en route to the learning goal.”
BackgroundSantoso, H. B., Riyanti, R. D., Prastati, T., Triatmoko, F. A., Susanty, A., & Yang, M. (2022) · Education Sciences · doi:10.3390/educsci12070469 · Cited by 47 · see citing works
Aspectos motivacionales, volitivos y metacognitivos del aprendizaje autorregulado
González, M. L. G., Teruel, M. P., & Orejudo, S. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v10i26.1485 · Cited by 31 · see citing works
Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi
Sırakaya, M., & SIRAKAYA, D. A. (2018) · Kastamonu Eğitim Dergisi · doi:10.24106/kefdergi.415705 · Cited by 30 · see citing works
Villar, E., Pais, M. E. M., Martínez-López, Z., & Tinajero, C. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102480 · Cited by 35 · see citing works
Learning environments matter: Identifying influences on the motivation to learn science
Schulze, S., & van Heerden, M. (2015) · South African Journal of Education · doi:10.15700/saje.v35n2a1058 · Cited by 29 · see citing works
“Students’ perceptions of the value of science learning are directly linked to the effort and tenacity exhibited by the students (Wolters & Rosenthal, 2000).”
BackgroundExploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing
Diasti, K. S., & Mbato, C. L. (2020) · Language Circle Journal of Language and Literature · doi:10.15294/lc.v14i2.23450 · Cited by 29 · see citing works
Wolters, C. A., & Mueller, S. A. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00614-x · Cited by 29 · see citing works
Self-citationCapacidad predictiva de las variables cognitivo-motivacionales sobre el rendimiento académico
Miñano, P., & Costa, J. L. C. (2008) · RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) · Cited by 28 · see citing works
Delima, N., & Cahyawati, D. (2021) · Jurnal Pendidikan Matematika · doi:10.22342/jpm.15.2.13200.103-114 · Cited by 34 · see citing works
“Meanwhile, Wolters & Rosenthal (2000) stated that students with high selfefficacy have good self-regulated learning in their daily lives.”
BackgroundTanner, H., & Jones, S. (2003) · Cited by 28 · see citing works
Cheng, X. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1035223 · Cited by 27 · see citing works
Güvendir, M. A. (2016) · International Journal for Mathematics Teaching and Learning · doi:10.4256/ijmtl.v17i1.9 · Cited by 27 · see citing works
“Students who have high motivation take education more seriously, participate in classroom activities, consider teachers’ recommendations, and have higher academic achievement scores (Pajares and Schunk, 2001; Wolters and Rosenthal, 2000).”
BackgroundFeedforward‐ or feedback‐based group regulation guidance in collaborative groups
Durak, H. Y. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12887 · Cited by 29 · see citing works
Zhang, Y., & Dong, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.938346 · Cited by 25 · see citing works
“As such, our findings provide additional evidence supporting the previously observed relationship between maladaptive learning outcomes and performance self-talk (Wolters, 1998; Wolters and Rosenthal, 2000; Fritea and Fritea, 2013; Teng and Zhang, 2016a).”
BackgroundResultŞen, Ş., & Yılmaz, A. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.05.325 · Cited by 25 · see citing works
An Analysis of Undergraduates’ Study Skills
Alcı, B., Karataş, H., & Balyer, A. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.07.389 · Cited by 25 · see citing works
“It can be said that the students with high motivation are more eager to participate in class activities and make more effort than those with low motivation (Wolters & Rosenthal, 2000).”
Backgroundİlköğretim Öğrencilerinin Fen Öğrenmeye Yönelik Motivasyonlarını Etkileyen Faktörlerin Belirlenmesi
Yenice, N., Saydam, G., & Telli, S. (2012) · KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ · Cited by 24 · see citing works
Umemoto, T., Ito, T., & Tanaka, K. (2016) · The Japanese journal of psychology · doi:10.4992/jjpsy.87.15020 · Cited by 24 · see citing works
Tasdelen, O., & Bodemer, D. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00491-9 · Cited by 32 · see citing works
“This has the potential to influence self-regulatory behavior (Wolters & Rosenthal, 2000).”
Öğretim Materyali’ne İlişkin Motivasyon Ölçeği (ÖMMÖ) Türkçe Uyarlama Çalışması
Dinçer, S., & Doğanay, A. (2016) · İlköğretim Online · doi:10.17051/io.2016.19056 · Cited by 23 · see citing works
The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers
Kong, A., & Teng, M. F. (2020) · Applied Linguistics Review · doi:10.1515/applirev-2020-0019 · Cited by 26 · see citing works
Özgür, S. D., & Yılmaz, A. (2017) · Journal of Baltic Science Education · doi:10.33225/jbse/17.16.994 · Cited by 22 · see citing works
Kahyaoglu, & Mustafa, M. (2013) · Educational Research Review · doi:10.5897/err2013.1415 · Cited by 22 · see citing works
“Students who have high motivation tend to show more effort and determination inclass activities and tasks compared to students who have low motivation (Wolters and Rosenthal, 2000).”
BackgroundRelationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning
Ariani, D. W. (2017) · Asian Social Science · doi:10.5539/ass.v13n9p63 · Cited by 21 · see citing works
“Students who convinced that the learning activities is important, appealing, and useful tend to be more engaged cognitively to learn, put in greater effort, and more persistent in completing the task of learning (Wolters & Rosenthal, 2000; Schunk & Zimmerman, 2007).”
BackgroundADULT LEARNERS' MOTIVATION IN SELF-DIRECTED E-LEARNING
Kim, K. (2010) · IUScholarWorks (Indiana University) · Cited by 20 · see citing works
Alfulaila, N., Haryadi, H., Sudrajat, A., & Nashrullah, N. (2019) · Jurnal Cakrawala Pendidikan · doi:10.21831/cp.v38i2.23440 · Cited by 19 · see citing works
Ateş, H., & KIRMIZIGÜL, A. S. (2015) · International Journal of Higher Education · doi:10.5430/ijhe.v4n3p90 · Cited by 19 · see citing works
“…students with high self-efficacy and motivation toward biology have more success in academic activities such as active participation in class, asking questions, and taking note of the recommendations provided by the instructor (Pajares, 1996; Schunk & Pajares, 2001; Wolters & Rosenthal, 2000).”
Background
- Authors
- Wolters, C. A., & Rosenthal, H.
- Affiliations
- University of Houston (US)
- ORCID
- Wolters, C.A
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2000-01
- Volume
- 33
- Issue
- 7-8
- Pages
- 801-820
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W1978335170
- Cited by
- 326
- References
- 63
- Citations by year
- 2026: 8 · 2025: 8 · 2024: 15 · 2023: 16 · 2022: 21 · 2021: 25 · 2020: 20 · 2019: 16 · 2018: 11 · 2017: 32 · 2016: 25 · 2015: 10 · 2014: 16 · 2013: 18 · 2012: 25
- FWCI
- 2.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- motivational beliefs, motivational regulation strategies, task value, self-efficacy, learning orientation, performance goal orientation, environmental control, self-regulation, junior high school students
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