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Does motivation mediate influence of social factors on educational consequences?
1Laboratoire de Recherche sur le Comportement Social, Département de Psychologie, Université du Québec à Montréal, C. P. 8888, Station Centre-Ville, Montréal, QC, Canada H3C 3P8.
Psychological Reports
|February 24, 2001
Abstract:
Yamauchi, Kumagai, and Kawasaki (7) reported results from two separate regression analyses showing that perceived control and motivation were both significant predictors of self-regulated learning strategies among Japanese high school students. In the present article, it is proposed that integrating perceived control, motivation, and self-regulated learning strategies into a single motivational sequence would result in theoretical and applied benefits.