The Relation between Students' Motivational Beliefs and Their Use of Motivational Regulation Strategies.

Investigated the relation between a set of predecisional beliefs, including students' task values, self-efficacy, and learning and performance goal orientations and 5 implementation strategies students use to regulate effort and persistence for 114 eighth graders. Results show that motivational beliefs can be used to explain students' reported use of each of the regulatory strategies examined. (SLD)