Query: Motivation regulation strategies

title: Improving Motivation Through Real Time fMRI Based Self Regulation of the Nucleus Accumbens
abstract: Impaired nucleus accumbens (NAcc) activation is associated with amotivation and anhedonia, which are resistant to treatment with antipsychotics and antidepressants in schizophrenia. In this study, healthy participants were trained to self regulate the activation of their NAcc, a brain region that plays an important role in motivation, using real time functional magnetic resonance imaging (fMRI) neurofeedback.  The experimental group (N 19) received feedback from the NAcc, whereas the control group (N 5) received "sham" feedback from the posterior parahippocampal gyrus, a control brain region not normally related to motivation. All participants were trained to use mental strategies to regulate their NAcc activations in a 3T MRI scanner.  For the learning effect of NAcc regulation, we found that the majority of participants (74% in the experimental group successfully learned to self regulate the NAcc. They also showed improved behavioral performance in motivation and decreased functional connectivity between the NAcc and the ventral medial prefrontal cortex and an increase in small world properties in the reward circuit after training, indicating improved information integration in reward processing. However, improvement in motivation and modification of function connectivity were not observed in the sham control group and the participants who failed to self regulate the NAcc in the experimental group. Self regulation was influenced by the baseline motivation.  These findings suggest that the NAcc could be self regulated using real time fMRI neurofeedback and can result in improved motivation in cognitive tasks.

title: The Role of a Skills Learning Support Program on First Generation College Students' Self Regulation, Motivation, and Academic Achievement: A Longitudinal Study
abstract: The purpose of this longitudinal study was to assess the impact of the Skills Learning Support Program (SLSP) aimed to support entering first generation college students' motivational beliefs, use of self regulatory strategies, and academic achievement. The study included 137 students from ethnically diverse cultural backgrounds who were in need of academic, counseling, and financial support. In addition, the study gathered academic data on 739 admitted students who did not participate in the program for comparison. The SLSP students were asked to respond to a number of scales assessing their self regulation and motivational beliefs at the beginning and end of their freshmen year. Comparison academic data were also collected for all students during the next 4 years until graduation. It was hypothesized that students who participated in the SLSP would experience an increase in their academic self regulation and motivation by the end of the first year. In addition, it was expected that students in the SLSP group would show similar or higher levels of achievement and graduation rates when compared with other freshman students admitted the same year. Findings revealed that students who enrolled in SLSP reported higher levels of motivation and study skills from the pretest to the posttest assessments. In addition, students enrolled in the program exhibited levels of academic achievement similar to or higher than regularly admitted college freshman during their first year and as they approached graduation. However, these differences in the two groups diminished by the time students graduated. These findings may have important implications for instructors, students, and college administrators.

title: Assessing self regulation strategies: development and validation of the tempest self regulation questionnaire for eating (TESQ E) in adolescents
abstract: BackgroundApplying self regulation strategies have proven important in eating behaviors, but it remains subject to investigation what strategies adolescents report to use to ensure healthy eating, and adequate measures are lacking. Therefore, we developed and validated a self regulation questionnaire applied to eating (TESQ E) for adolescents.MethodsStudy 1 reports a four step approach to develop the TESQ E questionnaire (n 1097) Study 2 was a cross sectional survey among adolescents from nine European countries (n 11,392) that assessed the TESQ E, eating related behaviors, dietary intake and background characteristics. In study 3, the TESQ E was administered twice within four weeks to evaluate test retest reliability (n 140) Study 4 was a cross sectional survey (n 93) that assessed the TESQ E and related psychological constructs (e.g. motivation, autonomy, self control) All participants were aged between 10 and 17 years.ResultsStudy 1 resulted in a 24 item questionnaire assessing adolescent reported use of six specific strategies for healthy eating that represent three general self regulation approaches. Study 2 showed that the easy to administer theory based TESQ E has a clear factor structure and good subscale reliabilities. The questionnaire was related to eating related behaviors and dietary intake, indicating predictive validity. Study 3 showed good test retest reliabilities for the TESQ E. Study 4 indicated that TESQ E was related to but also distinguishable from general self regulation and motivation measures. TESQ E provides a reliable and valid measure to assess six theory based self regulation strategies that adolescents may use to ensure their healthy eating.

title: VALIDITY EVIDENCE FOR A MEASURE OF MOTIVATIONAL REGULATION STRATEGIES
abstract: Motivation is positively related to performance and achievement. The ability to regulate motivation is essential for overcoming motivational barriers to success. Motivational regulation strategies is defined as the intentional use of thoughts and actions to manage motivation in order to accomplish a task (Wolters, 2003) This study examined two types of validity evidence for a measure of motivational regulation strategies: the internal structure of the measure and the relation between motivational regulation strategies measure and metacognitive strategies. Participants (N 293) were undergraduate and graduate students from education programs at the University of Kansas. Students filled out a questionnaire with measures of motivational regulation strategies and metacognitive strategies. A series of confirmatory factor analysis models were fitted to data. Results showed that a nine factor model was the best fit for the data. In addition, motivational regulation strategies and metacognitive strategies correlated positively. Overall, there is evidence for reliability for the measure of motivational regulation strategies, but its validity need to be further evaluated.

title: Self Regulation Strategies Used in a Practicum Course: A Study of Motivation and Teaching Self Efficacy.
abstract: Bu arastirmada, bilgisayar ogretmen adaylarinin "Ogretmenlik Uygulamasi" dersi boyunca kullandiklari ozduzenleyici ogrenme stratejilerinin ogrencilerin derse karsi olan motivasyonlari ve ogretmenlik oz yeterliklerine etkisi arastirilmistir. Arastirmada yari deneme modeli kullanilmistir. Veriler Pintrich ve digerleri (1993) tarafindan gelistirilen Ogrenmede Motive Edici Stratejiler Olcegi ve Akkoyunlu, ve digerleri (2005) tarafindan gelistirilen Bilgisayar Ogretmenligi Oz yeterlik olcekleri araciligi ile toplanmistir. Verilerin analizinde frekans dagilimi, yuzde dagilimi ve t testi kullanilmistir. Analizler sonucunda, bilgisayar ogretmen adaylarinin ders boyunca kullandiklari planlama, duzenleme, izleme ve degerlendirme oz duzenleyici ogrenme stratejilerinin ogrencilerin derse karsi olan motivasyonlarini artirdigi ve ogretmenlik oz yeterlik algilarini olumlu yonde gelistirdigi saptanmistir. Bu sonuc, ogretim elemanlarinin derslerinde ogrencilerine ozduzenleyici ogrenme stratejilerini kullanmalari yonunde rehberlik etmelerinin onemini ortaya koymustur

title: Self regulation and mastery motivation in individuals with developmental disabilities: Barriers, supports and strategies
abstract: The development of the capacity for self regulation represents an important achievement of childhood and is associated with social, behavioral, and academic competence (Bronson, 2001; Cleary Zimmerman, 2004) Self regulation evolves as individuals mature, with its final form integrating emotional, cognitive, and behavioral elements working together to achieve self selected goals. This evolution is closely intertwined with the innate press to master the environment, labeled mastery motivation (Morgan, Harmon, Maslin Cole, 1990) as competence is the aim that underpins mastery motivation.

title: The Effect of Self regulation Learning Strategies Training on the Academic Motivation and Self efficacy
abstract: The purpose of this study was to investigate the effects of self regulation learning strategies training on the academic motivation and self efficacy of students. Therefore, two twenty three classes of female elementary students were selected as the sample. One of the classes was chosen as the experimental group who were taught the self regulation learning strategies for 10 sixty minute sessions and the control group didn't receive anything. At first, the experimental group was tested with motivated strategies for learning questionnaire (MSLQ) academic motivation scale and self efficacy scale, and then the scores of the two groups were compared in post tests. The design of research was quasi experimental method with pre test and post test. For measuring the variables the academic motivation questionnaire (Harter, 1981) and the academic self regulation (Mcilroy Bunting, 2001) were used. Data was analysed by calculating the analysis of covariance (ANCOVA).The results of the study indicated that the teaching of self regulation learning strategies has had a significant effect on the academic motivation and self efficacy of the students.

title: The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis
abstract: Students' active regulation of learning, through being motivated and a variety of cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online language courses, very little is known about students' motivation and strategy use in these learning environments, or how they may affect their online learning outcomes. This study helps fill this gap by examining students' motivation and learning strategy use across a number of online language courses, and investigating the role of motivation and such strategies within the framework of self regulated learning. Based on data about online language learning strategies collected from 466 high school level online language students in a Midwestern virtual school, our findings indicated that online learning strategies operated at a moderate level in the process of foreign language learning. Further analysis using structural equation modeling revealed that the use of online learning strategies predicted students' online learning outcomes.

title: Research on Emotion in Organizations Emerald Book Chapter: Chapter 12 Emotion Regulation Strategies among Customer Service Employees: A Motivational Approach
abstract: In this study, we proposed and tested a motivational framework of emotional labor. This model incorporates positive and negative affect, motivation to express positive emotions, emotion regulation strategies (emotion suppression, reappraisal, and naturally felt emotions) and job satisfaction. Based on a sample of 147 employees, results generally supported our hypotheses and indicated that employees' motivation to express positive emotions leads to the expression of the naturally felt emotions and the use of reappraisal. In contrast, motivated employees used less emotion suppression in their work. Hence, employees' motivation seems to facilitate the adoption of a more authentic stance toward customers. Moreover, employees' affectivity impacted emotional labor strategies. Finally, replicating past findings, job satisfaction was associated with a more authentic demeanor. This chapter contributes to emotional labor theory by extending our comprehension of emotional labor antecedents, which have been relatively under investigated by emotion researchers. Moreover, this study demonstrated that self determination theory is a relevant framework to better understand the emotional labor process. Overall, this motivational approach to the study of emotional labor can lead to more extensive research on emotional labor antecedents.

title: Assessing Strategies for the Self Regulation of Motivation