University students’ use of motivational regulation during one semester

Alex C. Garn, Alexandre J.S. Morin

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

This study examined the interplay between university students' trajectories of motivational regulation and autonomous motivation across one semester, exploring both between and within person components. Participants (N = 193) from one large class reported motivation in two-week intervals over the course of one semester. Bivariate latent curve models with structured residuals revealed rates of change in motivational regulation and autonomous motivation were not linear, declining across the first ten weeks of the semester then bouncing back in the final month. Between-person effects of individual change demonstrated mirroring relationships of latent intercepts and slopes across the semester. Within-person findings revealed that autonomous motivation was a negative predictor of future motivation regulation. Students' grade point average only predicted students’ beginning level of motivational regulation. It appears that students with higher states of autonomous motivation view motivation regulation as unnecessary or even a potential threat to their learning pleasure and satisfaction.

Original languageEnglish (US)
Article number101436
JournalLearning and Instruction
Volume74
DOIs
StatePublished - Aug 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020 Elsevier Ltd

Keywords

  • Academic achievement
  • Autonomous motivation
  • Self-regulation
  • University students

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