Integrating findings from research on self-efficacy and motivation regulation, the present studies explored the concept of self-efficacy for motivation regulation, which refers to students' beliefs about effectively using strategies to regulate their motivation. In this work, we suggest that students' self-efficacy for motivation regulation represents an additional source of potential success or failure in motivation regulation in two ways. It could (a) lead to a more frequent use of motivation regulation strategies, thereby enhancing effort (mediation effect), whereas it may also (b) increase the effectivity of strategy use with more self-efficacious individuals applying strategies more thoroughly (moderation effect). We explored the two suggested mechanisms in three large samples of German university students. Path analyses revealed direct associations between self-efficacy beliefs and frequency of motivation regulation strategy use (β = 0.43 to 0.47). Further, self-efficacy for motivation regulation influenced effort via an increased frequency of motivation regulation strategy use (indirect effects of β = 0.11 to.14), while the expected interaction effect of self-efficacy and strategy use was not significant. Furthermore, self-efficacy for motivation regulation more strongly predicted positive affect than grades, indicating a stronger role within the motivational-affective components of self-regulated learning and thus rather indirect links to actual achievement. Overall, our findings imply that supporting students' self-efficacy beliefs for motivation regulation can enhance self-regulatory success.

结合自我效能感和动机调节研究的结果，本研究探索了自我效能感的动机调节概念，它指的是学生关于有效使用策略调节其动机的信念。在这项工作中，我们建议学生在动机调节方面的自我效能以两种方式代表了动机调节潜在成功或失败的另一个来源。它可能（a）导致更频繁地使用动机调节策略，从而增强努力（调解效果），而它也可能（b）通过更自我有效的个体更彻底地运用策略来提高策略使用的有效性（调节效果） ）。我们在三个德国大学生样本中探索了两种建议的机制。β  = 0.43至0.47）。此外，动机调节的自我效能通过提高动机调节策略使用的频率来影响努力（β  = 0.11至.14的间接影响），而自我效能与策略使用的预期交互作用并不显着。此外，用于动机调节的自我效能比年级更能预测正面影响，表明自我调节学习的动机-情感成分在其中的作用更强，因此与实际成就之间存在间接联系。总体而言，我们的研究结果表明，支持学生的自我效能感动机调节可以增强自我调节的成功。