PROMOVER A REGULAÇÃO DA MOTIVAÇÃO NA APRENDIZAGEM

Abstract

in their learning and the development of motivational beliefs that can be advantageous to the intentional involvement in school (PINTRICH, 2000; WOLTERS, 2003). Self-regulation of motivation in learning (SRM) is recognized as an essential construct in the process of self-regulated learning which has, recently, claimed researchers’ attention (WOLTERS, 2003). In this paper, we aim to address the process of self-regulation of motivation in learning, reflecting on this construct and about some of its motivational determinants (including self-efficacy, performance goals and task value), that may contribute to a better understanding and a more appropriate intervention in this field.