In flight training courses, several self-initiated eliminations have occurred resulting in pilot number instability, high costs, and a waste of human resources. Preventing a loss of pilot students from voluntary attrition is thus important. The main reason for such loss seems to be a direct or indirect lack of motivation. Research on motivation to learn may be useful, with one outcome being self-regulated learning. We discussed how to support flight students using findings from self-regulated learning studies for each of the four characteristics of the flight training. First, the flight training is difficult and unfamiliar for the students. Hence, we recommended several approaches related to mindset, goal setting, and learning beliefs. Second, the flight training courses have a strict syllabus. Therefore, perceived autonomy might be low and we suggest current students should prepare various motivations in the two-factor model of learning motives. Third, the pilot students need to get flying skills in addition of flight knowledge. Imagery, self-talk, and self-monitoring may positively effect their motivation. Last, the flying training is usually performed alone with the flight instructors and thus pilot students may need adaptive help-seeking behaviors with a growth mindset and metacognitive skills.

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