As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the potential underlying mechanisms in terms of the expectancy, value, and cost components of motivation, controlling for relevant covariates. Results of two studies with STEM undergraduates (N₁ = 209; N₂ = 169) consistently revealed self-efficacy for motivational regulation as a positive predictor of satisfaction with study content and satisfaction with coping with study-related stress, indicating the presence of indirect effects, which varied across the two satisfaction dimensions. Results regarding satisfaction with study conditions were, however, not consistent. Overall, our findings underline self-efficacy for motivational regulation as an important yet overlooked constituent of an effective motivational regulation process contributing to academic satisfaction in higher education.

作为自我调节学习的关键过程，有效的动机调节被假定为通过优化动机促进成功学习。我们的研究旨在测试这一假设，解决动机调节的自我效能感与学术研究满意度的三个维度之间的关系，涉及动机的期望、价值和成本组成部分的潜在潜在机制，控制相关协变量. STEM 本科生的两项研究结果 ( N ₁  = 209; N ₂ = 169) 始终如一地揭示了动机调节的自我效能感是对学习内容的满意度和应对学习相关压力的满意度的积极预测因子，表明存在间接影响，这在两个满意度维度上有所不同。然而，关于对研究条件的满意度的结果并不一致。总的来说，我们的研究结果强调了动机调节的自我效能感是有效的动机调节过程中一个重要但被忽视的组成部分，有助于提高高等教育的学术满意度。