Differences in Motivational Regulation between High and Low English Achievers
Although the motivational problems encountered by high and low achievers were similar, there were quantitative and qualitative differences between high and low achievers in whether to or how to sustain or increase their motivation to keep working on the tasks. in most situations, low English achievers did not try to maintain or increase their motivation to continue working on the tasks and had no awareness to do that. Sometimes these students did use certain strategies to prompt themselves to continue working hard, but they only used a very small number of strategies to regulate their motivation. In contrast, high English achievers thought about various ways to sustain or increase their effort and persistence at English learning in each situation where they did not feel like working on the tasks. The differences between high and low English achievers in regulating motivation are described according to the types of motivational regulation strategies they used.