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The relation between students’ motivational beliefs and their use of motivational regulation strategies
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“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
Citations
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Cited by
Sorted by citations
Handbook of Self-Regulation of Learning and Performance
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Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
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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.”
BackgroundMethodInfluentialSelf-citationSelf-regulated learning: the educational legacy of Paul R. Pintrich.
Schunk, D. H. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4002_3 · Cited by 678
“Wolters and Rosenthal (2000) also found that performance goals related to adaptive motivational regulation strategies.”
BackgroundHow Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Boekaerts, M., & Cascallar, E. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9013-4 · Cited by 583
“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…”
BackgroundHuang, C. (2011) · Journal of Educational Psychology · doi:10.1037/a0026223 · Cited by 361
Metadata
- 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 › Developmental and Educational 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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