Based on the framework of self-regulated learning, we conducted a cross-sectional and a longitudinal study with university undergraduates (N₁ = 249; N₂ = 210) to examine the associations of using different motivational regulation strategies and two important aspects of academic success: academic performance and dropout intention. According to the Motivational Regulation Model of Schwinger and Stiensmeier-Pelster (2012), we assumed that motivational regulation strategies will positively predict academic performance and negatively predict dropout intention via increased academic effort. Results of both studies largely supported our assumptions. Furthermore, the overall score of motivational regulation strategies and most specific strategies significantly predicted both examined aspects of academic success after controlling for high school GPA as their major traditional predictor. Thus, our findings replicate and extend previous research on the relevance of motivational regulation strategies in the context of higher education, by highlighting their significant contributions to improving academic performance and reducing dropout intention.

基于自我调节学习的框架，我们对大学生进行了横断面和纵向研究（N ₁  = 249；N ₂ = 210），研究使用不同的动机调节策略与学业成功的两个重要方面之间的联系：学业成绩和辍学意愿。根据Schwinger和Stiensmeier-Pelster（2012）的动机调节模型，我们假设动机调节策略将通过增加学业努力来积极预测学业成绩，并负面预测辍学意向。两项研究的结果在很大程度上支持了我们的假设。此外，在将高中GPA作为主要的传统预测因子进行控制之后，动机调节策略和最具体策略的总分显着预测了学术成就的两个方面。从而，