Self-regulated learning and college students' regulation of motivation.

This study extends current models of self-regulated learning by addressing 3 research questions, including what strategies do students use to regulate their motivation? is the use of these strategies dependent on contextual factors? how is motivational regulation related to other aspects of self-regulated learning and achievement? Self-report data were collected from 115 college students by using an open-ended questionnaire and Likert-style survey. Findings provide evidence that students regulate their level of effort in academic tasks by using a variety of cognitive, volitional, and motivational strategies; that students' reported use of these strategies varied across the 3 motivational problems with which they were presented; and that different aspects of students' motivational regulation were related positively to their goal orientation, use of some cognitive strategies, and course grade.