Motivational self-regulation is a key component of self-regulated learning. Research has revealed the variety of strategies students use to reach their learning goals, and several instruments, built on one another, have been developed. This study describes the development of the Motivational Regulation Strategies Inventory (MRSI), a French instrument that expands previous tools by measuring a broader range of strategies, including seeking support and emotion regulation. Two studies were conducted to assess its validity: one with 305 middle school students and another with 653 college students. Exploratory factor analysis (Study 1) and confirmatory factor analysis (Study 2) identified 10 strategies. Path analysis examined the nomological network of these strategies, which included intrinsic motivation, self-efficacy beliefs, and procrastination as sources, and academic perseverance as an outcome. The findings provide substantial evidence for the MRSI’s validity.
Jean-Louis Berger and Laurent Cosnefroy
