Metamotivational Processes in Self-regulated Learning
Exploring the Implications for Research, Theory, and Educational Practice
Bibliographic Data
| ID | 22419924 |
|---|---|
| Authors | Anastasia Efklides (0000-0002-3640-6921, Aristotle University of Thessaloniki, corresponding author), Eleftheria N Gonida (0000-0002-5366-3073, Aristotle University of Thessaloniki), Eve Kikas (0000-0003-2337-8930, Tallinn University) |
| Year | 2026 |
| Volume | 38 |
| Issue | 1 |
| Publication date | 2026-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Psychology Review (JOURNAL) |
| Journal identifiers | ISSN: 1040-726X • E-ISSN: 1573-336X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10648-026-10154-3 |
| OpenAlex | W7155014932 |
| Language | EN |
| Citations received | 1 |
| References cited | 82 |
Cognition · Conceptualization · Educational psychology · Metacognition · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports
Beyond utility value interventions
Self-regulated Learning at the Junction of Cognition and Motivation
Metacognition
Motivation and social cognitive theory
Approach and avoidance motivation and achievement goals
Regulation of Motivation
Expectancy-value theory to situated expectancy-value theory
Performance-approach goal effects depend on how they are defined
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
Motivational Beliefs, Values, and Goals
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Metamotivational task knowledge of performance-approach and performance-avoidance achievement goals
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics
Disentangling students’ anticipated and experienced costs
The potential of relevance interventions for scaling up
Predicting Academic Performance with an Assessment of Students’ Knowledge of the Benefits of High-Level and Low-Level Construal
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Metamotivational knowledge of the role of high-level and low-level construal in goal-relevant task performance
Consciousness and metacognition
What can be learned from growth mindset controversies
Metacognition and cognitive monitoring
Metamotivational Beliefs in Middle Childhood
Closing achievement gaps with a utility-value intervention
Examining students' self-set goals for self-regulated learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |