This paper critically examines Christopher Wolters' (2003) framework on regulation of motivation as an underemphasized component of self-regulated learning. The paper explores how students combine motivation, cognitive strategies, and metacognition to achieve academic goals, with a focus on the distinction between motivation as a "product" versus a "process." It discusses practical applications for educational counselors and instructors, including the use of support groups, self-consequating, emotion regulation, and attribution control as strategies for maintaining motivational levels. The paper also considers the role of metacognition in monitoring motivation and calls for further research into how regulation of motivation varies across age groups, ethnic backgrounds, and educational curricula.
In self-regulated learning, students combine the functions of motivation, cognitive strategies, and metacognition to support their pursuit of achievement. To reach educational goals, self-regulated learners must recognize what they aim for, what it takes to accomplish a goal, the process they need to go through, and how to sustain their efforts over time.
Beyond those factors, regulation of motivation also plays an important role in self-regulated learning. Motivation is important because it provides the foundation for beginning the learning and achievement process. Motivation can be viewed as a "product" or a "process" (Winne & Mark, 1989, as cited in Wolters, 2003). As a product, motivation means "willingness to persist in a task." As a process, students experience varying levels of motivation arising from many causes and conditions. To accomplish their goals, students need to maintain motivation at a high level, regain it when it drops, and redirect it when it becomes necessary to shift from one motivational orientation to another.
Wolters defines regulation of motivation as "activities through which individuals purposefully act to initiate, maintain, or supplement their willingness to start, to provide work toward, or to complete a particular activity or goal (i.e., their level of motivation)." In other words, regulation of motivation is the awareness self-regulated learners bring to controlling and adjusting their type and level of motivation as necessary. Regulation of motivation deals with the cognitive strategies learners use to build their motivation, understand factors that affect it, identify what diminishes it, discover what enhances it, recognize which types of motivation work in synergy, and determine how to continuously rekindle motivation throughout their efforts toward academic goals.
Wolters also suggests that it is necessary to examine "thoughts or beliefs that can be categorized as knowledge of motivation, when this knowledge develops, and how this knowledge influences students' cognition and motivation."
Self-regulated learners have many cognitive strategy options available to them and apply the most appropriate ones when facing a wide variety of academic tasks. In practice, educational counselors can introduce students to these cognitive strategies, allow students to choose the ones most applicable to their own situations, and, when necessary, help students develop new strategies suited to their personalities and circumstances. Counselors may set several goals for students and explain how they can monitor their own learning process, just as educators apply various lesson plans and assessment methods in the classroom.
Using a similar approach, counselors can also introduce regulation of motivation to students. It is important that learners understand motivation not only as a "product" but also as a "process." In this context, counselors can help learners navigate the uneven fluctuations of motivation and address what is not working or is unsuitable during the goal-achieving process. In a larger scope, educators may bring this issue into the classroom as well. As one alternative, counselors may arrange counseling sessions or create student support groups where students can share ideas about goals and motivation.
"Peer support groups for motivational strategy sharing"
"Metacognitive monitoring and adaptive motivational shifts"
"Research gaps in measuring motivation regulation strategies"
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