Effects of motivational state and academic achievement on behavior trends for self-regulated learning within high-school students: Based on an expectancy-value model

Abstract

This paper discusses the relations between self-regulated learning, motivational state and academic achievement. Prior studies have demonstrated that self-regulated learning can positively impact on academic achievements. However, while evidence has accumulated for both situational and context-level intervention effects, little research has addressed the relevance of behavior trends for self-regulated learning and academic achievement at pre-intervention stages. This study focuses on behavior trends for self-regulated learning and explores the relationships between them, academic achievement and motivational states. Analysis of a conducted questionnaire survey indicates a relationship between autonomous motivation and academic achievement and behavior trends for self-regulated learning. Moreover, for learners of high academic achievement, while external motivation is likely to be negatively related to behavior trends for self-regulated learning, for learners of low academic achievement, it tends to be positively related. Finally, identification motivation is not necessarily related to behavior trends for self-regulated learning in learners of low academic achievement. After discussing the interaction effects between the two factors of the expectancy-value model, we outline some prospects for further research from the perspective of aptitude treatment interaction.