Learners' developing knowledge of strategies for regulating motivation

8 Available online xxxx 10 11 12 13 14 15 16 17 18 RO O This research investigated children's developing knowledge of strategies for maintaining motivation. First graders, third graders, fifth graders, and adults were presented with a motivational dilemma and asked to evaluate the effectiveness of several strategies for sustaining motivation. Adults demonstratedmore knowledge of the effectiveness of a variety of strategies than did fifth graders, who demonstrated more knowledge than did third or first graders. The younger groups did, however, demonstrate understanding of concrete strategies for regulating motivation in contrast to more mental strategies, which were not understood until later in elementary school. The implications of these findings as well as the relationship between strategy knowledge and strategy use are discussed. © 2008 Elsevier Inc. All rights reserved.