Fostering University Students’ Motivational Regulation: Evidence from Two Consecutive Quasi-Experimental Training Studies

Self-regulation of motivation is highly relevant—particularly in higher education. Although there is considerable evidence on the effects of motivational regulation, little is known about its training. In two consecutive studies it was examined whether university students’ motivational regulation is trainable and can be improved by addressing three key aspects: the frequency of motivational regulation strategy use, the situation-specific fit between used regulation strategies and motivational problems and the application quality of motivational regulation strategies. Therefore, two quasi-experimental studies with N1 = 135 and N2 = 129 students, two (Study 1) or three (Study 2) experimental conditions and three measuring occasions (pretest, posttest, follow-up) were conducted. Results of Study 1 indicated that the implemented training approach substantially improved the frequency and the situation-specific fit of motivational regulation strategy use immediately and prolonged—application quality did not significantly improve. Based on these results the training approach was refined by adding a focus on application quality. Study 2 replicated that the training approach is able to improve the situation-specific fit. Furthermore, the refined approach appears to be able to foster application quality and also entailed an increased use of cognitive and metacognitive learning strategies, intensified effort, higher subjective well-being and less procrastination.