Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

This study examined the interaction effect of level and instability motivation on different learning strategies in university at contextual level. Two levels—introjected identified regulation—and three types strategies—metacognitive, writing-repetition, deep-processing—were measured. Self-reported questionnaires were administered to students from two universities Japan; data 307 included analysis. A hierarchical multiple regression analysis metacognitive deep-processing revealed an regulation motivation. The results a simple slope showed that had no during high However, low motivation, higher enabled greater use strategies. On other hand, there was writing-repetition These significant role application