There is substantial evidence that students’ use of self-regulated learning strategies is directly related to their motivation to achieve desired learning outcomes (designated outcome motivation: OM). Further, motivational beliefs about the strategies themselves (designated strategy motivation: SM) may also influence strategy use. In the absence of systematic analyses of SM, we examined beginning U.S. high school students’ (n = 253) appraisals of the utility and cost of using cognitive, metacognitive and resource management strategies and their reported use of those strategies in mathematics classes. Students who appraised a strategy as higher in utility reported greater frequency of use, but perceived cost was only a weak inverse function of reported use. Mixed effects modeling used to examine relations across strategies within students also verified that strategy use was positively related to its perceived utility for most students. However, relations between reported strategy use and perceived cost varied considerably: inversely related, unrelated, and for a sizable proportion of students even positively related. We discuss the necessity of developing a model of SRL that includes SM as well as OM influences on learning strategy use and learning outcomes, and the importance of within-person in addition to between-person analytic approaches to understand self-regulated learning.

有大量证据表明，学生使用自我调节的学习策略与他们获得理想学习成果的动机（指定结果动机：OM）直接相关。此外，关于策略本身的动机信念（指定策略动机：SM）也可能影响策略的使用。在没有SM的系统性分析，我们研究了美国开始高中学生（ñ= 253）评估使用认知，元认知和资源管理策略的效用和成本，以及它们在数学课程中对这些策略的使用报告。评估了实用性更高的策略的学生表示使用的频率更高，但感知的成本只是报告的使用的弱反函数。用于检查学生内部各种策略之间关系的混合效应模型还验证了策略的使用与其对大多数学生的感知效用正相关。但是，所报告的策略使用与可感知的成本之间的关系相差很大：反向相关，不相关，并且相当一部分学生甚至具有正相关。我们讨论了开发包含SM以及OM对学习策略使用和学习成果的影响的SRL模型的必要性，