Good article reinforcing the importance of self-regulation learning (SRL) strategies in learning and motivation. It is open access and available for download here.
Abstract
Motivational self-regulation strategies (MRSs) play a key role in how students initiate, sustain, and direct effort during learning. However, little is known about their use among adolescents with different educational profiles. This study aimed to explore possible differences in the use of MRSs among adolescent students with varying learning potential (high-ability [MGS], learning-disability [SWLD] and regular students [RS]) and to examine whether the relationship between MRSs and academic adjustment differed across these educational profiles. We recruited a sample of 2191 students enrolled in compulsory secondary education, comprising regular students (81.8%, N = 1792), students with learning disabilities (15.8%, N = 347), and high-ability students (2.4%, N = 52). The participants completed self-report measures of MRSs and academic adjustment. Path models were used to examine cross-sectional direct and indirect associations among the study variables, and they revealed different patterns across the three groups. High-ability status was directly and positively associated with academic adjustment, while learning-difficulty status showed a direct negative relationship with adjustment. The three groups of students showed indirect associations with adjustment via various types of MRSs.
From Conclusions
Our findings support the role of motivational self-regulation in the academic adjustment of adolescent students with varying learning potential. These types of students seem to manifest different tendencies in the use of MRSs with unequal adaptive value. Whereas RS and MGS were associated with motivational regulation strategies positively related to academic adjustment, SWLD showed a pattern characterized by lower use of such strategies and greater use of work-avoidance self-talk.
Intervention programs, whether they are targeted at students with learning disabilities or high-ability students who are underachieving, typically include training on self-regulated learning skills (Peña-San José et al., 2026; Perry et al., 2020). However, motivational self-regulation is often overlooked, even though a failure to employ (meta)cognitive strategies is often accompanied by negative emotions and motivational beliefs, thereby undermining students' motivation (Al-Hoorie, 2024; Efklides, 2019). Moreover, low-achieving students tend to show lower levels of self-efficacy and task values (Fong et al., 2023; Raoof et al., 2024).
Blogmaster comment: SRL is an important part of achievement competence motivation. Humble brag—SRL is included as one of the critical domains in achievement competence motivation (along with motivational orientations and self-beliefs) in McGrew’s (2022) Cognitive-Affective-Motivation Model of Learning; CAMML; article available here. Prior blog posts about the CAMML model and concepts can be found here.
See images below for representation of CAMML model and concepts
Click on images to enlarge
