This article builds on existing models of motivation regulation in order to examine how students identify and address motivational deficits (e.g., not enough motivation or not the right type of motivation). Integrating perspectives from the achievement motivation, metacognition, and emotion regulation literatures, we propose that metamotivational processes play an essential role in students' monitoring of their motivational states. By emphasizing the ways in which students monitor not only the quantity but also the quality of their motivation, our model extends existing perspectives. We identify different components of motivation that are likely to be the target of monitoring (e.g., self-efficacy, intrinsic value), specify the metamotivational feelings (e.g., hopelessness, boredom) that signal problems with each component, and discuss how strategies are selected to address these problems. Our framework generates new questions about how students monitor (and control) their task-specific motivation.

中文翻译：

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元动机监控在动机调节中的作用

本文基于现有的激励调节模型，以检查学生如何识别和解决激励缺陷（例如，激励不足或激励类型不正确）。综合从成就动机，元认知和情绪调节方面的观点，我们提出，动机形成过程在学生对其动机状态的监控中起着至关重要的作用。通过强调学生不仅监控其动机的数量而且监控其动机的质量的方法，我们的模型扩展了现有的观点。我们确定可能成为监控目标的动机的不同组成部分（例如，自我效能感，内在价值），并指定表示每个组成部分存在问题的元动机感（例如，绝望，无聊），并讨论如何选择解决这些问题的策略。我们的框架产生了有关学生如何监控（和控制）他们特定任务动机的新问题。