Self‐Regulation, Co‐Regulation, and Socially Shared Regulation of Motivation for Collaborative Activity: Comparison Between University Students and Working Adults1.
Saved in:
| Title: | Self‐Regulation, Co‐Regulation, and Socially Shared Regulation of Motivation for Collaborative Activity: Comparison Between University Students and Working Adults1. |
|---|---|
| Authors: | Ito, Takamichi (AUTHOR), Umemoto, Takatoyo (AUTHOR) |
| Source: | Japanese Psychological Research. Oct2022, Vol. 64 Issue 4, p397-409. 13p. |
| Subjects: | College students, Intrinsic motivation, Self regulation, Motivation (Psychology), Structural equation modeling |
| Abstract: | Self‐regulated learning theory assumes that self‐regulated learning appears as a socially shared phenomenon with collaborative processes, but there is little research focused on self‐regulation, co‐regulation, and socially shared regulation of "motivation for collaborative activity." This study aimed to examine how previous performance level and motivational antecedent factors (i.e., self‐efficacy, task values) influence the three modes of regulation of intrinsic motivation, by comparing university students with working adults. Participants—397 university students and 380 working adults—completed questionnaires. Multigroup structural equation modeling revealed that previous performance level, self‐efficacy, and utility value positively predicted the three modes of regulation in both groups. In addition, previous performance level positively influenced self‐efficacy and task values. Interest value, which refers to the belief about interest in the task, positively predicted all three modes of regulation in working adults. In addition, the path coefficient of previous performance level to self‐regulation in university students was significantly higher than in working adults. We discuss possible reasons for the significant differences in regulation of motivation for collaborative activity between university students and working adults. [ABSTRACT FROM AUTHOR] |
| Copyright of Japanese Psychological Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Self‐regulated learning theory assumes that self‐regulated learning appears as a socially shared phenomenon with collaborative processes, but there is little research focused on self‐regulation, co‐regulation, and socially shared regulation of "motivation for collaborative activity." This study aimed to examine how previous performance level and motivational antecedent factors (i.e., self‐efficacy, task values) influence the three modes of regulation of intrinsic motivation, by comparing university students with working adults. Participants—397 university students and 380 working adults—completed questionnaires. Multigroup structural equation modeling revealed that previous performance level, self‐efficacy, and utility value positively predicted the three modes of regulation in both groups. In addition, previous performance level positively influenced self‐efficacy and task values. Interest value, which refers to the belief about interest in the task, positively predicted all three modes of regulation in working adults. In addition, the path coefficient of previous performance level to self‐regulation in university students was significantly higher than in working adults. We discuss possible reasons for the significant differences in regulation of motivation for collaborative activity between university students and working adults. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00215368 |
| DOI: | 10.1111/jpr.12337 |
