Worriers and Procrastinators: Differences in Motivation, Cognitive Engagement, and Achievement between Defensive Pessimists and Self-Handicappers.

The role of affect in self-regulated learning was explored, focusing on the effects of two motivational strategies, defensive pessimism and self-handicapping, on the motivational outlook of college students (n=126), use of learning strategies, and performance. It was found that these strategies, which are used to regulate the affective outcomes related to evaluation, did indeed influence motivation, use of learning strategies, and performance. Students who differed, in levels of motivational strategies differed in levels of motivation and in cognitive, metacognitive, and resource management strategies. Results suggest that affect is an important aspect of self-regulated learning and that models of self-regulation need to take affective concerns into account in order to address the complex and multifaceted nature of self-regulated learning. Four tables present study findings. (Contains 31 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** r? U.S. DEPARTMENT OP EDUCATION Office of Educational Research and impede/mint EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI is document has Wen reproduced as reamed from the person or organization >62 Ongmating it 0 mono, Changes hey* been made to improve reproduction Quality Points of vow or oponionsstateo in this document do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

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