Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407. https://doi.org/10.1007/s10648-004-0006-x

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning.

Self-study questions

Question 1: Self-regulated learning as an inclusive perspective

Explain how self-regulated learning can be defined and why it is seen as a more inclusive approach compared to previous approaches.

Question 2: Assumptions underlining self-regulated learning

Based on the four assumptions of SRL, describe which skills learners potentially possess that allow them to self-regulate their learning process (and deviate from the SAL perspective).

Question 3: A conceptual framework for self-regulated learning

For this exercise, choose one of the courses that you intend to follow during your master. Identify behaviors and processes that are part of the different phases (rows) and areas for regulation (columns) that are part of your learning process and complete the table below.

	Cognition	Motivation/Affect	Behavior	Context
Forethought, planning, and activation
Monitoring
Control
Reaction and reflection

Question 4: Motivated Strategies for Learning Questionnaire (MSLQ)

To gain insight in your own strengths and development points regarding SRL, you might want to complete the MSLQ. Check the following document that includes all items and provide answers to the items to gain insight in your own skill set : Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). https://files.eric.ed.gov/fulltext/ED338122.pdf. Connections of the scales to the different areas for regulation can be found in the bottom row of Table 1 in the atricle by Pintrich (2004).