AUTHOR=Udvardi-Lakos Nina , Endres Tino , Glogger-Frey Inga , Renkl Alexander TITLE=Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training JOURNAL=Frontiers in Education VOLUME=7 YEAR=2023 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.1067347 DOI=10.3389/feduc.2022.1067347 ISSN=2504-284X ABSTRACT=Introduction

University students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional knowledge about learning strategies, a guided peer-feedback system, and an optional intervention for students reporting low levels of motivation from the start of the semester.

Methods and Results

Four motivational variables were repeatedly measured over the course of 10 weeks. Students (N = 103) in our training showed an increase in their self-efficacy and intrinsic value, and a decrease in cost associated with learning-journal-writing throughout the semester. The optional intervention led to an increase in the intrinsic value associated with the learning journals for students with low motivation.

Discussion

Our study suggests that this expanded self-regulated-learning training can help students maintain their motivation during a long-term training.