Assessing and Predicting Student-Veterans’ Use of Motivational Regulation Strategies within Higher Education

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dc.contributor.advisorMiller, Angela
dc.contributor.authorPrewitt, Bryan
dc.creatorPrewitt, Bryan
dc.date2019-12-06
dc.date.accessioned2020-06-02T19:00:57Z
dc.date.available2020-06-02T19:00:57Z
dc.description.abstractThis investigation of student-veterans (n=131) use of motivational regulation strategies within higher education has two primary objectives. First, an examination of the measurement of motivational regulation using exploratory factor analysis. Second, an investigation of the relationships between motivational regulation strategies and self-regulated learning (e.g., motivational beliefs and learning strategies). Participants self-reported use of motivational regulation strategies, use of cognitive and metacognitive learning strategies, motivational beliefs, gender, and academic achievement. Results suggest a twelve-component measure of motivational regulation strategies within the student-veteran population. Findings indicated moderate relationships between these regulation components and self-regulated learning for student-veterans. Lastly, results from a series of multiple regressions suggest student-veterans use of motivational regulation is a component of their self-regulated learning.
dc.identifier.urihttps://hdl.handle.net/1920/11799
dc.language.isoen
dc.subjectMotivational regulation strategies
dc.subjectSelf-regulated learning
dc.subjectSelf-regulated learner
dc.subjectStudent-veteran
dc.subjectRegulation of motivation
dc.subjectSelf-regulation of motivation
dc.subjectAcademic achievement
dc.subjectMetacognition
dc.subjectMetacognitive
dc.subjectCognition
dc.subjectCognitive
dc.titleAssessing and Predicting Student-Veterans’ Use of Motivational Regulation Strategies within Higher Education
dc.typeThesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorGeorge Mason University
thesis.degree.levelMaster's
thesis.degree.nameMaster of Science in Educational Psychology

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