Effectiveness of motivational
regulation: Dependence on specific motivational problems
It is argued that learners' motivational regulation is strongly
situation-specific and depends on the motivational problems that trigger
regulation. poor subjective task values in three different phases of the
learning process (before, during, or after a learning activity. Separating
variance components indicated that a large amount of learners' regulatory
effectiveness can be attributed to the specifics of motivational problems.
Finally,
analyses on the mean-level yielded that motivational regulation is seen, on
average, as particularly difficult when subjective task value is low or a
learning activity is not yet initiated. the child needs motivation to learn so
that he can be independent and
have good
academic.
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