The DOI matches its Crossref record; 47 of the 48 references it cites were found in a registry or an index.
Motivational and self-regulated learning components of classroom academic performance.
Abstract
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engage-ment and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of self-regulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students ' metacognitive strategies for plan-ning, monitoring, and modifying their cognition (e.g., Brown,
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“Pintrich’s work continues to be important in the field as he made a major contribution toward clarifying the SRL conceptual framework (e.g., Pintrich and de Groot, 1990), he conducted crucial empirical work on the relationship of SRL and motivation (Pintrich et al., 1993a), and his questionnaire -MSLQ- (Pintrich et al., 1993b) continues to be widely used (Schunk, 2005; Moos and Ringdal, 2012).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Pintrich and de Groot, 1990
In the citing paper
“It is also important to mention that Pintrich conducted the first research that explored the role of goal orientation in SRL (Pintrich and de Groot, 1990).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Pintrich and de Groot, 1990
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Metadata
- Authors
- Pintrich, P. R., & De Groot, E. V.
- Affiliations
- University of Michigan (US)
- Venue
- Journal of Educational Psychology
- Published
- 1990-03
- Volume
- 82
- Issue
- 1
- Pages
- 33-40
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2106760415
- Cited by
- 8,332
- References
- 48
- Citations by year
- 2026: 267 · 2025: 364 · 2024: 390 · 2023: 427 · 2022: 402 · 2021: 420 · 2020: 444 · 2019: 421 · 2018: 404 · 2017: 404 · 2016: 447 · 2015: 450 · 2014: 432 · 2013: 388 · 2012: 372
- FWCI
- 26.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Spencer Foundation
- National Academy of Education
- 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 › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- student self-regulation, academic motivation, self-efficacy, intrinsic value, test anxiety, metacognitive strategies, cognitive engagement, seventh grade students, individual differences in motivation
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