Ong, Lace Meredith C.

Research Gaps

1. The Role of Metamotivational Monitoring in Motivation Regulation

a. This study has identified six motivation components that students monitor and
target with their strategies but why do students use different motivational
regulation strategies and how do these strategies affect the different aspects of
their motivation? Further studies should also identify additional components
b. The authors note that in another study, it was reported that students use
strategies in response to feelings such as boredom and anxiety in an attempt to
regulate their motivation and learning. The authors suggest to explore the
relationship between emotional regulation and motivational regulation
specifically, how do metamotivational feelings (eg, boredom, anxiety) help
monitor students with their regulation of motivation and learning?
2. Regulation of Motivation: Contextual and Social Aspects
a. Like in the last article, it was suggested to explore how the regulation of
motivation of students are shaped by contextual and social influences.
3. Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated
Learning
a. One motivational regulation strategy cannot be used or appropriate under all
situations or motivational problems as the contexts of these situations and
problems matter. One needs to explore how effective the various strategies are
in regulating motivation when it comes to different contexts and situations.
b. Like in the first article, emotional regulation was a concept studied in this
research. Although there are many strategies that students use to cope with their
emotions, it is important to understand and determine the relationship between
emotional control as a motivational regulation strategy and the student’s effort
and persistence in learning.