Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning

Abstract Self-regulated learning is often described as a function of students' motivation, cognitive strategy use, and metacognition. The purpose of this article is to emphasize regulation of motivation as another important aspect of self-regulated learning. To achieve this goal, a specific conceptual understanding of regulation of motivation is proposed and used to clarify theoretical distinctions between this process and motivation, metacognition, and volition. In addition, the diverse nature of this regulatory activity is established by reviewing evidence showing students' use of several specific strategies for the regulation of motivation. The importance of this process is highlighted by discussing links between these regulatory strategies and indicators of students' motivation, cognitive engagement, and achievement. Finally, a guide for additional research related to the theoretical definition, measurement, development and instruction of strategies for regulating motivation is identified.