Educational Psychology Review

, Volume 16, Issue 4, pp 385–407 | Cite as

A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

Abstract

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning.

self-regulation motivation learning strategies college students 

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Copyright information

© Springer Science+Business Media, Inc. 2004

Authors and Affiliations

  1. 1.Combined Program in Education and PsychologyThe University of MichiganAnn ArborMichigan

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