A dual perspective on 7th grade students’ motivation and self-regulated learning: A case study

Abstract

Motivation and self-regulated learning (SRL), interconnected constructs, are fundamental for students’, not only for their academic success but also for their lifelong learning. Educators play an essential role in enhancing student motivation and nurturing SRL skills, particularly during the formative adolescent years. This qualitative inquiry investigates teachers’ and students’ perceptions and practices regarding motivation and SRL within the context of a single case study. Data collection comprised interviews, focus groups, and classroom observations involving three teachers and nine seventh-grade students from a Romanian Adventist school. Findings reveal contrasting perceptions between teachers and students regarding student motivation, with teachers often perceiving low motivation levels. Teachers’ motivation and their ability to cultivate strong student-teacher relationships emerge as influential factors for enhancing student motivation. Furthermore, the study underscores the limited knowledge among teachers regarding SRL, emphasizing the critical need for training to effectively integrate SRL instruction into classroom practices.