Development of motivational self-regulation in childhood : An integrative review
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Frontiers
Abstract
Motivational self-regulation is an important skill supporting task engagement,
achievement, and wellbeing during learning and other potentially strenuous
tasks. It refers to active thoughts and behaviors used to initiate or maintain
one’s task engagement by manipulating underlying motivational processes
(Wolters, 2003). This involves knowledge about one’s own motivation and
task characteristics, motivational control strategies, as well as monitoring of
motivational processes. Most research on motivation regulation has focused on
adolescents and adults; but little is known about motivation regulation in pre-
and primary school children and its development. The present integrative review
therefore analyzes theoretical accounts of motivation regulation to identify
components of the process which may develop during childhood. To draw
tentative hypotheses on how the complex process develops during childhood,
it reviews research on the development in related areas of self-regulation, for
example, self-regulated learning and emotion regulation. Drawing on this, it
poses questions for future research on assessment methods, the development
of metamotivational knowledge, monitoring, and control, as well as factors
influencing their development.
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Except where otherwised noted, this item's license is described as Attribution 4.0 International