A Mediation Model of Profiles of Motivational Regulation Strategies for Academic Tasks

Abstract

Motivational regulation strategies are methods used to manage motivation levels. We used latent profile analysis to investigate strategy combinations and structural equation modeling to investigate how strategy profiles were related to achievement. Confirmatory factor analyses showed an eight-factor model was a good fit for the data and overall small to moderate correlations with metacognitive strategies and self-efficacy. Moreover, a three-profile solution provided the best fit for the data, differentiating among low, medium, and high usage of strategies. Results showed metacognitive strategies and self-efficacy fully mediated the relations between strategy profiles and achievement. Implications for education and management are discussed.