Individual Difference
Critique on Regulation of Motivation:
Evaluating an Underemphasized Aspect of Self-Regulated Learning
In self-regulated learning, students combine the functions of motivation, cognitive strategies, and metacognition to support their way to make achievements. To achieve educational goals, self-regulated learners have the ability to recognize what they aim, what it takes to accomplish a goal, the process they need to go through, and the control of endurance in their whole efforts.
Besides those factors, regulation of motivation also plays an important role in self-regulated learning. Motivation is important to provide the foundation to start the learning and achieving process. Motivation can be viewed as "product" or "process" (Winne & Mark, 1989 in Wolters, 2003). Wolters states, as a product, motivation means "willingness to persist in a task." As a "process," students experience different levels of motivation from many causes and conditions. To be able to accomplish the goals, students need to maintain the motivation in high level, regain it when the motivation level drops, and rework it when it is necessary to switch from a certain angle of motivation to another one.
Wolters defines regulation of motivation as "activities through which individuals purposefully act to initiate, maintain, or supplement their willingness to start, to provide work toward, or to complete a particular activity or goal (i.e., their level of motivation)." In other words, regulation of motivation is the awareness of self-regulated learners to control and make adjustment to their type and level of motivation...
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