Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

Volume 4 - Issue 3
Wondimu Ahmed
Pages: 1-11 Download Count : 40 View Count: 55 DOI Number 10.17220/ijpes.2017.03.001 Facebook Share on Google+ Save to Zotero Save to Mendeley


This study investigated the relationship between motivation and self-regulated learning (SRL) in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables (self-efficacy, intrinsic value & instrumental value) in predicting three SRL strategies (memorization, elaboration & control). The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math.


  • Motivation
  • Self-regulated learning
  • Multilevel multivariate analysis
  • Mathematics
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