Trautner Maike, Pinquart Martin
Developmental Psychology, Department of Psychology, Philipps University of Marburg, Marburg, Germany.
Front Psychol. 2025 Jun 13;16:1533625. doi: 10.3389/fpsyg.2025.1533625. eCollection 2025.
Motivational self-regulation is an important skill supporting task engagement, achievement, and wellbeing during learning and other potentially strenuous tasks. It refers to active thoughts and behaviors used to initiate or maintain one's task engagement by manipulating underlying motivational processes (Wolters, 2003). This involves knowledge about one's own motivation and task characteristics, motivational control strategies, as well as monitoring of motivational processes. Most research on motivation regulation has focused on adolescents and adults; but little is known about motivation regulation in pre- and primary school children and its development. The present integrative review therefore analyzes theoretical accounts of motivation regulation to identify components of the process which may develop during childhood. To draw tentative hypotheses on how the complex process develops during childhood, it reviews research on the development in related areas of self-regulation, for example, self-regulated learning and emotion regulation. Drawing on this, it poses questions for future research on assessment methods, the development of metamotivational knowledge, monitoring, and control, as well as factors influencing their development.
动机自我调节是一项重要技能，在学习及其他潜在的艰巨任务中支持任务参与、成就达成和幸福感。它指的是通过操纵潜在的动机过程来启动或维持个人任务参与的积极思维和行为（沃尔特，2003）。这涉及对自身动机和任务特征的了解、动机控制策略以及对动机过程的监测。大多数关于动机调节的研究都集中在青少年和成年人身上；但对于学前儿童和小学儿童的动机调节及其发展却知之甚少。因此，本综合综述分析了动机调节的理论阐述，以确定该过程中可能在童年时期发展的组成部分。为了就这一复杂过程在童年时期如何发展提出初步假设，它回顾了自我调节相关领域（如自我调节学习和情绪调节）发展的研究。在此基础上，它提出了关于评估方法、元动机知识的发展、监测和控制以及影响其发展的因素等未来研究的问题。
