Models of motivation and self-regulation

In this activity, read the chapter Modeli motivacije i samoregulacije iz knjige Lončarić, D. (2014). Motivacija i strategije samoregulacije učenja: teorija, mjerenje i primjena (pp. 32–55) and take notes that will help you in later analyses and discussions about the application of the model in an educational context.

This chapter provides an overview of key theoretical models that link motivational, cognitive and self-regulatory processes in learning. With the help of different authors and approaches, you will become familiar with the way motivation and self-regulation are intertwined and how they affect a student's effort, persistence, strategies and academic success.

While reading, pay special attention to:

• the social-cognitive model of expectations and values (Eccles and Wigfield) – think about the following questions: Why do I approach a particular task? and Do I believe I can successfully complete it?
• the six-component model of self-regulated learning (Boekaerts) – pay attention to how this model is used in teaching self-regulation and how it is transferred from teacher to student in the stages of regulation
• the Garcia and Pintrich model (1994) – recognize the difference between “hot” cognitions (motivational beliefs) and “cold” cognitions (cognitive learning processes) and think about how students can balance them
• the Zimmerman and Pintrich model of self-regulated learning – pay special attention to the importance of self-motivation, self-monitoring, self-evaluation and reflection in the learning process
• the models of proactive and defensive self-regulation (Higgins, Boekaerts) – think about how these patterns work in your own approach to learning or teaching, whether you lean more towards developing competences or protecting your own safety and well-being

While reading, highlight the key terms, authors and components of each model, write down their similarities and differences and think about which model most relates to your learning and teaching experience. Pay particular attention to the functional differences between proactive and defensive self-regulation, when students learn to develop and when to avoid failure.

The aim of the activity is to understand how different models of motivation and self-regulation can be applied in educational practice and how they contribute to active, independent and purposeful learning.