Journal article

Publication year: 2007

Pages: 57-69

Journal: German Journal of Developmental and Educational Psychology

Volume number: 39

Issue number: 2

ISSN: 0049-8637

eISSN: 2190-6262

DOI Link: https://doi.org/10.1026/0049-8637.39.2.57

Publisher: Hogrefe

Abstract: 
The present paper examines whether motivational regulation strategies proposed by Wolters (1998, 1999, 2003) and the corresponding questionnaire are applicable to German university students. For this purpose we conducted three studies. In Study 1, 106 university students answered the German version of the questionnaire as well as open questions asking to describe motivational regulation strategies students use in different study situations. Factor structure and reliabilities corresponded closely to the American original. A subsample of 78 students additionally completed an open format questionnaire asking to describe their motivational regulation strategies. These answers indicated that the students used more different strategies than covered by the Wolters questionnaire. Therefore, we conducted two additional studies (N= 168 and N= 87) with an extended version of the questionnaire. Again, the psychometric properties of the questionnaire were good. Furthermore, in Studies 2 and 3 we obtained correlations of the motivational regulation strategy scales with goal orientations and learning strategies. These associations support the questionnaire's discriminant and convergent validity. Among other things, we discuss potential reasons why students preferred extrinsic over intrinsic strategies for motivational regulation.

Harvard Citation style: Schwinger, M., von der Laden, T. and Spinath, B. (2007) Motivational regulation strategies and their measurement, German Journal of Developmental and Educational Psychology, 39(2), pp. 57-69. https://doi.org/10.1026/0049-8637.39.2.57

APA Citation style: Schwinger, M., von der Laden, T., & Spinath, B. (2007). Motivational regulation strategies and their measurement. German Journal of Developmental and Educational Psychology. 39(2), 57-69. https://doi.org/10.1026/0049-8637.39.2.57