Motivational Components of SRL
Motivation is considered to be a critical determinant of students’ learning and achievement. The motivational aspect of self-regulation also plays a central role in SRL. The social cognitive view of self-regulation has emphasized the importance of motivation, such as self-efficacy, causal attributions, and goal setting, in regulating behavior directed at accomplishing a task or activity. For example, Zimmerman (1989) described self-regulated students as being metacognitively, motivationally, and behaviorally active in their own learning processes and in achieving their own goals. According to Zimmerman (2000a), self-regulated learners have three important characteristics: they use a variety of self-regulated strategies, they believe they can perform efficaciously, and they set numerous and varied goals for themselves. Studies on SRL in recent years also take in contributions from cognitive theories of motivation, and they highlight the importance of self-efficacy expectations and the importance of goals, both being critical aspects of motivation that influence control and regulation of learning. Therefore, although there are many models of motivation that may be relevant to student learning (Pintrich & Schunk, 1996), the present study concentrates on the two general types of motivational beliefs: self-efficacy and academic goal orientations.