Dr. Wondimu Ahmed, assistant professor in the Department of Educational Foundations and Leadership in the LeBron James Family Foundation College of Education, recently published an article in the International Journal of Psychology and Educational Studies. The tittle of the article is “Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis.”
Ahmed investigated the relationship between motivation and self-regulated learning (SRL) in a nationally representative sample of 5,245 15-year-old students in the United States. His results show that compared to self-efficacy, intrinsic value and instrumental value of math are stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy over the other. Ahmed’s findings suggest that the development of self-regulatory skills in math is enhanced by helping students develop positive value of and realistic expectancy for success in math.