LAUSR

Introduction. The topic of self-regulated learning has provided very important information about students’ acquisition of knowledge and competences. Traditional research has described the importance of several cognitive, metacognitive, resource control and motivational strategies. Nevertheless, motivational strategies have received less attention in empirical studies. The purpose of this study was to propose a model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies. Method. 1,080 Spanish-speaking secondary students from different locations throughout Spain provided self-reports on their use of cognitive, metacognitive and motivational strategies. It was assumed that the effect of motivational strategies on cognitive strategies could be mediated by metacognitive strategies. To examine these strategies and their relationships, descriptive statistics were calculated and a path diagram was created. Results. Information about motivational, metacognitive and cognitive strategies was offered. Results showed significant paths from some motivational strategies, but not all, to metacognitive self-regulation and from metacognitive self-regulation to all of the cognitive strategies. Motivational strategies showed direct and indirect effects on cognitive strategies. Conclusion. Students should adopt not only cognitive and metacognitive strategies but also other kinds of strategies that allow them to manage their motivation. For example, the generation of a positive expectations strategy can be an important way to improve their learning. This aspect is characteristic of self-regulated learning, which is defined not only by cognitive and behavioural regulation but also by motivational regulation.