title: Does motivation mediate influence of social factors on educational consequences?
abstract: Yamauchi, Kumagai, and Kawasaki (7) reported results from two separate regression analyses showing that perceived control and motivation were both significant predictors of self-regulated learning strategies among Japanese high school students. In the present article, it is proposed that integrating perceived control, motivation, and self-regulated learning strategies into a single motivational sequence would result in theoretical and applied benefits.
authors.affiliation: Laboratoire de Recherche sur le Comportement Social, Département de Psychologie, Université du Québec à Montréal, C. P. 8888, Station Centre-Ville, Montréal, QC, Canada H3C 3P8.
authors.forename: F L
authors.initials: FL
authors.lastname: Rousseau
authors.forename: R J
authors.initials: RJ
authors.lastname: Vallerand
mesh_terms: D000293:Adolescent; D002170:Canada; D003431:Cross-Cultural Comparison; D004522:Educational Status; D006801:Humans; D007389:Internal-External Control; D009042:Motivation