In two randomized experiments, one conducted online (n = 174) and one in the classroom (n = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students’ intentions to put effort into professional... more
In two randomized experiments, one conducted
online (n = 174) and one in the classroom (n = 267), we
tested the effects of two types of self-regulated learning
(SRL) strategies on students’ intentions to put effort into
professional development activities: strength-based SRL
strategies (i.e., identifying perceived relative strengths and,
subsequently, selecting professional development activities
to further improve those strengths) versus deficit-based
SRL strategies (i.e., identifying perceived relative short-
comings and, subsequently, selecting professional develop-
ment activities to improve those shortcomings). Across
both studies, analysis of variance revealed that, relative to
students who used deficit-based SRL strategies, students
who used strength-based SRL strategies were higher in
perceived competence, intrinsic motivation, and effort in-
tentions. Moreover, the results of multi-mediator analysis
and structural equation modeling supported the hypothesis
that the effect of strength-based versus deficit-based SRL
strategies on students’ effort intentions was sequentially
mediated by perceived competence and intrinsic motiva-
tion. Implications for the application of self-regulated
learning strategies in the context of professional self-de-
velopment are discussed.
online (n = 174) and one in the classroom (n = 267), we
tested the effects of two types of self-regulated learning
(SRL) strategies on students’ intentions to put effort into
professional development activities: strength-based SRL
strategies (i.e., identifying perceived relative strengths and,
subsequently, selecting professional development activities
to further improve those strengths) versus deficit-based
SRL strategies (i.e., identifying perceived relative short-
comings and, subsequently, selecting professional develop-
ment activities to improve those shortcomings). Across
both studies, analysis of variance revealed that, relative to
students who used deficit-based SRL strategies, students
who used strength-based SRL strategies were higher in
perceived competence, intrinsic motivation, and effort in-
tentions. Moreover, the results of multi-mediator analysis
and structural equation modeling supported the hypothesis
that the effect of strength-based versus deficit-based SRL
strategies on students’ effort intentions was sequentially
mediated by perceived competence and intrinsic motiva-
tion. Implications for the application of self-regulated
learning strategies in the context of professional self-de-
velopment are discussed.
