Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention.
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| Title: | Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention. |
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| Authors: | Sansone, Carol (AUTHOR), Renninger, K. Ann (AUTHOR), Harackiewicz, Judith M. (AUTHOR) |
| Source: | Educational Psychology Review. 4/24/2026, Vol. 38 Issue 1, p1-35. 35p. |
| Subjects: | Motivation (Psychology), Educational psychology, Intention, Student engagement, Emotion regulation |
| Abstract: | Students in high school and college are expected to take on greater responsibility for regulating their own learning. As they navigate course demands and explore potential career paths, students are making decisions about what to attend to, how to engage, how much effort to invest, and how long to persist. Motivation and its regulation is key to this process (Sansone et al., 2019). We integrate insights about the importance of task value from situated expectancy-value theory (Eccles & Wigfield, 2020) and research on utility-value interventions (UVIs) that target task value with insights from the four-phase model of interest development (Renninger & Hidi, 2022) to identify ways to support students as they manage motivational challenges. Value and interest are often closely related, and, when considered separately, each positively predicts student effort. Rather than considering them in isolation, we consider how they may work together over time. UVIs can help students think about and articulate the usefulness of course topics, which has been found to enhance perceived task value and motivate engagement with course content (Harackiewicz & Priniski, 2018; Wigfield & Eccles, 2020). UVIs may be especially helpful when students have little interest in learning the content, but this effect may become more nuanced as students develop interest. We suggest a framework for integrating these perspectives, identify self-regulation challenges, and discuss possible ways to support this self-regulatory process. We also highlight future directions for research that emerge from this integration. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 193278290 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193278290 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-026-10142-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 1 Subjects: – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Intention Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Emotion regulation Type: general Titles: – TitleFull: Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sansone, Carol – PersonEntity: Name: NameFull: Renninger, K. Ann – PersonEntity: Name: NameFull: Harackiewicz, Judith M. IsPartOfRelationships: – BibEntity: Dates: – D: 24 M: 04 Text: 4/24/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 38 – Type: issue Value: 1 Titles: – TitleFull: Educational Psychology Review Type: main |
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