Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms

Recent research on self-regulated learning has stressed the importance of both motivational and cognitive components of classroom learning. Much of this research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students’ task value, self-efficacy, test anxiety, cognitive strategy use, regulatory strategy use, and classroom academic performance by gender and across the subject areas of mathematics, social studies, and English. In addition, the relations among the motivational, strategy use, and performance measures were assessed using multivariate regressions. The participants were 545 seventh and eighth grade students (51% females) who responded to a self-report questionnaire. Results revealed mean level differences by subject area and gender in the motivation and cognitive strategy use variables, but not in regulatory strategy use or academic performance. In contrast, results indicated that the relations among these constructs was very similar across the three subject areas examined. Findings are discussed in terms of their importance for understanding the contextual nature of students’ self-regulated learning. Recent research on student academic performance has stressed the importance of considering both motivational and cognitive components of classroom learning. Although there are a number of important motivational components, three have been linked consistently to self-regulated learning, including beliefs about one’s efficacy to do classroom tasks, value for these tasks, and anxiety (Pintrich & De Groot, 1990; Pintrich, Roeser & De Groot, 1994; Pintrich & Schrauben, 1992). Two general cognitive components seem to be most important in this research, including cognitive strategies designed to increase encoding, retention, and comprehension of classroom material as well as various metacognitive and regulatory strategies that help students An earlier version of this paper was presented at the European Association for Research on Learning and Instruction, Nijmegen, The Netherlands, August 1995. The data reported on in this article are part of the Competence and Commitment Project conducted at The Combined Program in Education and Psychology at the University of Michigan. We thank our colleagues on this project including Eric Anderman, Anastasia Danos Elder, Teresa Garcia, Lynley Hicks, Barbara Hofer, Helen Patrick, Allison Ryan, Tim Urdan, and Shirley Yu. VICTORY: PIPS No.: 136746 LAWKAP truchh3.tex; 9/12/1997; 18:07; v.6; p.1