Development of motivational self-regulation in childhood—An integrative review
Motivational self-regulation is an important skill supporting task engagement, achievement, and wellbeing during learning and other potentially strenuous tasks. It refers to active thoughts and behaviors used to initiate or maintain one's task engagement by manipulating underlying motivational...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-06-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1533625/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849468570158759936 |
|---|---|
| author | Maike Trautner Martin Pinquart |
| author_facet | Maike Trautner Martin Pinquart |
| author_sort | Maike Trautner |
| collection | DOAJ |
| description | Motivational self-regulation is an important skill supporting task engagement, achievement, and wellbeing during learning and other potentially strenuous tasks. It refers to active thoughts and behaviors used to initiate or maintain one's task engagement by manipulating underlying motivational processes (Wolters, 2003). This involves knowledge about one's own motivation and task characteristics, motivational control strategies, as well as monitoring of motivational processes. Most research on motivation regulation has focused on adolescents and adults; but little is known about motivation regulation in pre- and primary school children and its development. The present integrative review therefore analyzes theoretical accounts of motivation regulation to identify components of the process which may develop during childhood. To draw tentative hypotheses on how the complex process develops during childhood, it reviews research on the development in related areas of self-regulation, for example, self-regulated learning and emotion regulation. Drawing on this, it poses questions for future research on assessment methods, the development of metamotivational knowledge, monitoring, and control, as well as factors influencing their development. |
| format | Article |
| id | doaj-art-1f7fde63387d4b10a8f68d269f4943d5 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-1f7fde63387d4b10a8f68d269f4943d52025-08-20T03:25:49ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-06-011610.3389/fpsyg.2025.15336251533625Development of motivational self-regulation in childhood—An integrative reviewMaike TrautnerMartin PinquartMotivational self-regulation is an important skill supporting task engagement, achievement, and wellbeing during learning and other potentially strenuous tasks. It refers to active thoughts and behaviors used to initiate or maintain one's task engagement by manipulating underlying motivational processes (Wolters, 2003). This involves knowledge about one's own motivation and task characteristics, motivational control strategies, as well as monitoring of motivational processes. Most research on motivation regulation has focused on adolescents and adults; but little is known about motivation regulation in pre- and primary school children and its development. The present integrative review therefore analyzes theoretical accounts of motivation regulation to identify components of the process which may develop during childhood. To draw tentative hypotheses on how the complex process develops during childhood, it reviews research on the development in related areas of self-regulation, for example, self-regulated learning and emotion regulation. Drawing on this, it poses questions for future research on assessment methods, the development of metamotivational knowledge, monitoring, and control, as well as factors influencing their development.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1533625/fullmotivational self-regulationself-regulated learningdevelopment of self-regulationmotivational developmentintegrative review |
| spellingShingle | Maike Trautner Martin Pinquart Development of motivational self-regulation in childhood—An integrative review Frontiers in Psychology motivational self-regulation self-regulated learning development of self-regulation motivational development integrative review |
| title | Development of motivational self-regulation in childhood—An integrative review |
| title_full | Development of motivational self-regulation in childhood—An integrative review |
| title_fullStr | Development of motivational self-regulation in childhood—An integrative review |
| title_full_unstemmed | Development of motivational self-regulation in childhood—An integrative review |
| title_short | Development of motivational self-regulation in childhood—An integrative review |
| title_sort | development of motivational self regulation in childhood an integrative review |
| topic | motivational self-regulation self-regulated learning development of self-regulation motivational development integrative review |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1533625/full |
| work_keys_str_mv | AT maiketrautner developmentofmotivationalselfregulationinchildhoodanintegrativereview AT martinpinquart developmentofmotivationalselfregulationinchildhoodanintegrativereview |