Researchers have recently identified a set of strategies that college students use to regulate their own motivation when they’re faced with boring, difficult, or seemingly irrelevant tasks. Students sometimes promise themselves rewards, make their study environments more pleasant, or remind themselves of how much they love to learn new things. Very little work, however, has addressed these issues with younger students. The goal of our research is to identify elementary school children’s emerging knowledge of such strategies, and their use of these strategies in challenging academic situations. We are also interested in how motivational strategies relate to actual motivation to learn or performance in the classroom.
Selected Publications and Reports:
Cooper, C. A., & Corpus, J. H. (2009). Learners’ developing knowledge of strategies for regulating motivation. Journal of Applied Developmental Psychology, 30, 525-536. [Download PDF 488k]