Motivational and self-regulated learning components of classroom academic performance

Authors: 
Pintrich, P. R., & DeGroot, E. V.
Type: 
Journal Article
Category: 
Research
Volume: 
82(1)
Pages: 
33-40
Year: 
1990
Publisher: 
Journal of Educational Psychology
URL: 
RISE
Abstract: 

Relationships among student motivational orientation, self-regulated learning, and classroom academic performance were examined for 173 seventh graders. Results provide empirical evidence for considering motivational and self-regulated learning components in models of academic performance. Involvement in self-regulated learning is tied closely to student efficacy beliefs.

The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education

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