{"doi":"10.1037/0022-0663.82.1.33","title":"Motivational and self-regulated learning components of classroom academic performance.","abstract":"A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; Zim","journal":"Journal of Educational Psychology","year":1990,"id":10309,"datarank":15.92692151474158,"base_score":8.951958168569265,"endowment":8.951958168569265,"self_citation_contribution":1.3427937252853899,"citation_network_contribution":14.58412778945619,"self_endowment_contribution":1.3427937252853899,"citer_contribution":14.58412778945619,"corpus_percentile":86.4,"corpus_rank":2288,"citation_count":7722,"citer_count":184,"citers_with_citation_signal":184,"citers_with_endowment":184,"datacite_reuse_total":0,"is_dataset":false,"is_oa":false,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":"1990-03-01","authors":[{"id":86485,"name":"Elisabeth V. De Groot","orcid":null,"position":1,"is_corresponding":false},{"id":86486,"name":"Elisabeth Vialpando De Groot","orcid":null,"position":2,"is_corresponding":false},{"id":86484,"name":"Paul R. Pintrich","orcid":null,"position":0,"is_corresponding":true}],"reference_count":48,"raw_metadata":{"citation_network_status":"fetched"},"created_at":"2026-03-01T18:20:47.508186Z","pmid":null,"pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}