In this synthesis, we examined and assessed the impact of self-regulated instructional components on the motivation of students with or at risk for learning disabilities (LD) in reading, writing, or mathematics intervention studies. Elements such as goal setting, self-monitoring for task completion, self-monitoring for emotions, self-talk for task completion, self-talk for emotions, and self-talk for progress monitoring were identified as relevant constructs, and were further examined to determine their effect on students’ motivation for learning and academic functioning. Results indicated major differences in the application of these self-regulated instructional components across academic domains. Quantitative analyses also revealed that interventions with self-regulated instructional components resulted in positive effects on motivation measures such as self-efficacy, self-esteem, attributions, value for task, affect, expectancy for success, and intrinsic motivation. Finally, our findings have practical implications for struggling learners, as goal setting and self-talk, for task completion or for progress monitoring, seem especially likely to improve the likelihood that struggling learners will demonstrate positive gains in motivation.

中文翻译：

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关于自我调节教学对有学习障碍或有学习障碍风险的学生的动机结果的影响的综合

在本综述中，我们检查并评估了自我调节的教学成分对阅读、写作或数学干预研究中学习障碍 (LD) 或有学习障碍 (LD) 风险的学生的动机的影响。目标设定、任务完成自我监测、情绪自我监测、任务完成自我对话、情绪自我对话和进度监测自我对话等元素被确定为相关结构，并进一步检查确定它们对学生学习动机和学术功能的影响。结果表明，这些自我调节的教学组件在学术领域的应用存在重大差异。定量分析还表明，具有自我调节的教学成分的干预对自我效能、自尊、归因、任务价值、情感、成功期望和内在动机等动机测量产生了积极影响。最后，我们的研究结果对学习困难的学习者具有实际意义，因为目标设定和自我对话、任务完成或进度监控似乎特别有可能提高学习困难的学习者在动机方面表现​​出积极收益的可能性。