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EARLI SIG 16 Conference 2018

Markus Dresel

Strategies to self-regulate achievement motivation: Different aspects of their effective use

Complex learning tasks – such as exam preparation, self-studying or preparation of a verbal presentation – are frequently demanding not only in terms of cognitive processing and meta-cognitive control, but also with regard to learners’ motivation (e.g., when errors occur). Self-regulation of achievement motivation therefore is of great relevance. Building on this assumption, research on motivational regulation has been intensified in the last years. The present talk provides an overview of work addressing the use of motivational regulation strategies in different contexts. Particular emphasis is given on the situational specificity and the quality of strategy use. Empirical studies are presented addressing not only the consequences of the use of these strategies but also the evaluation of a training approach to enhance motivational regulation.

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