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 engagement and self-regulation in the classroom are discussed.