Cited by 8,332Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsEducational Strategies and Epistemologies

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Motivational and self-regulated learning components of classroom academic performance.

Pintrich, Paul R., De Groot, Elisabeth V.·1990·Journal of Educational Psychology

DOI 10.1037/0022-0663.82.1.33

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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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“For instance, in the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990), the academic self-efficacy scale taps a wide, non-specified range of competencies (item sample: “I expect to do very well in this class”).”
Background
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Authors: Pintrich, P. R., & De Groot, E. V.
Affiliations: University of Michigan (US)
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1990-03
Volume: 82
Issue: 1
Pages: 33-40
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.82.1.33
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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Motivational and self-regulated learning components of classroom academic performance.

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