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Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning

dc.contributor.authorPintrich, Paul R.en_US
dc.contributor.authorRoeser, Robert W.en_US
dc.contributor.authorde Groot, Elisabethen_US
dc.date.accessioned2010-04-13T20:04:59Z
dc.date.available2010-04-13T20:04:59Z
dc.date.issued1994en_US
dc.identifier.citationPintrich, Paul; Roeser, Robert; de Groot, Elisabeth (1994). "Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning." The Journal of Early Adolescence 14(2): 139-161. <http://hdl.handle.net/2027.42/68067>en_US
dc.identifier.issn0272-4316en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68067
dc.description.abstractThe relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a reliable and valid self-report measure, the Motivated Strategies for Learning Questionnaire. Classroom experience was measured with students'perceptions of productive classroom work teacher effectiveness, and cooperative work. Results showed thatpositive motivational beliefs were positively related to higher levels ofself-regulated learning. Classroom differences also were related to motivation and self-regulated learning. Intrinsic value later in the year was more strongly related to classroom experience than intrinsic value early in the year, whereas test anxiety was more traitlike, showing a stronger relation to earlieranxiety than to classroom experience. Self-efficacy, cognitive strategy use, and self-regulation were related to both early individual difference measures as well as classroom experience. Results are discussed in terms of the reciprocal relations between motivation and self-regulated learning as well as the implications for education.en_US
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dc.format.extent2364610 bytes
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dc.publisherSage Publicationsen_US
dc.titleClassroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learningen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michigan, Ann Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68067/2/10.1177_027243169401400204.pdf
dc.identifier.doi10.1177/027243169401400204en_US
dc.identifier.sourceThe Journal of Early Adolescenceen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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