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Self-efficacy, value, and hope: Key motivational predictors of self-regulatory behaviors in elementary school students
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DOI：10.1016/j.actpsy.2026.106538.png)
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Abstract
En 中文
Self-regulated learning (SRL) is essential for academic success. Although SRL has been increasingly studied in primary education, most empirical research has focused on later primary grades (e.g., fourth to sixth grade), while the early years of primary education (ages 6-7) remain comparatively underrepresented. Motivational factors such as self-efficacy, task value, and emotions influence SRL, yet their role in planning, monitoring, and self-reflection is unclear in this early stage. This study employed a quantitative, cross-sectional correlational design to explore the relationship between motivation-the task value, self-efficacy, and emotions (anger, anxiety, boredom, shame, hope, enjoyment, and pride)-and self-regulated learning (planning, monitoring and self-reflection). Motivation was assessed through semi-structured interviews, while SRL was evaluated using systematic observation during routine classroom tasks. The sample included 140 Primary Education students. To analyze the data, regression analyses were conducted to examine how motivational factors influenced the various phases of SRL. Results show that self-efficacy predicts planning and monitoring, while task cost does not hinder planning. Hope positively influences planning and monitoring, motivating SRL. Negative emotions, such as anger and shame, affect monitoring and self-reflection. This study underscores the predictive role of self-efficacy and hope in SRL and highlights the impact of negative emotions. Findings suggest incorporating emotional regulation and volitional control to enhance SRL in primary education.
Keywords:
Academic motivation
Self-regulated learning
Task value
Self-efficacy
Academic emotions
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