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Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon

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Title: Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon
Language: English
Authors: Shell, Duane F., Husman, Jenefer
Source: Journal of Educational Psychology. May 2008 100(2):443-459.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Physical Description: PDF
Page Count: 17
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Undergraduate Students, Self Efficacy, Goal Orientation, Time Perspective, Multidimensional Scaling, Self Disclosure (Individuals), Self Management, Learning Motivation, Educational Psychology, Academic Achievement, Locus of Control, Correlation, Affective Objectives
DOI: 10.1037/0022-0663.100.2.443
ISSN: 0022-0663
Abstract: This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy, outcome expectancy, and effort causal attribution; high mastery and performance approach and low work avoidance goal orientations; and positive affect. The low end of Dimension 1 linked low strategy use and effort to low self-efficacy, outcome expectancy, and effort causal attribution; high work avoidance goal orientation; and low affect. The high end of bipolar Dimension 2 linked knowledge-building strategies, but not active self-regulation or study effort, to high self-efficacy, outcome expectancy for learning but not grades, and affect causal attribution; high mastery goal orientation; and positive affect. The low end of Dimension 2 linked surface learning, consisting of active self-regulation and study effort but not personal knowledge building, to high effort causal attribution but low self-efficacy and outcome expectancy. Unipolar Dimension 3 linked learned helplessness to high outcome expectancy and external causal attribution but low self-efficacy; high work avoidance goal orientation; and high negative affect and anxiety. (Contains 3 tables and 1 footnote.)
Abstractor: Author
Number of References: 73
Entry Date: 2008
Accession Number: EJ796358
Database: ERIC
FullText Text:
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  Data: Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: 10.1037/0022-0663.100.2.443
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– Name: Abstract
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  Data: This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy, outcome expectancy, and effort causal attribution; high mastery and performance approach and low work avoidance goal orientations; and positive affect. The low end of Dimension 1 linked low strategy use and effort to low self-efficacy, outcome expectancy, and effort causal attribution; high work avoidance goal orientation; and low affect. The high end of bipolar Dimension 2 linked knowledge-building strategies, but not active self-regulation or study effort, to high self-efficacy, outcome expectancy for learning but not grades, and affect causal attribution; high mastery goal orientation; and positive affect. The low end of Dimension 2 linked surface learning, consisting of active self-regulation and study effort but not personal knowledge building, to high effort causal attribution but low self-efficacy and outcome expectancy. Unipolar Dimension 3 linked learned helplessness to high outcome expectancy and external causal attribution but low self-efficacy; high work avoidance goal orientation; and high negative affect and anxiety. (Contains 3 tables and 1 footnote.)
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        Value: 10.1037/0022-0663.100.2.443
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      – Text: English
    PhysicalDescription:
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Time Perspective
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      – SubjectFull: Self Disclosure (Individuals)
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      – SubjectFull: Self Management
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Educational Psychology
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Locus of Control
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      – SubjectFull: Correlation
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      – SubjectFull: Affective Objectives
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      – TitleFull: Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon
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