Assessment of students´ affective-motivational self-regulatory strategies: The EEMA-VS

Abstract

This article reports the study of the learning motivational strategies scales–secondary version (EEMA-VS) as an instrument to assess the use of different types of affective-motivational self-regulatory strategies, based on a self-regulatory perspective on student motivation and learning in secon-dary school.

The instrument is comprised of three scales: expectancy, value and af-fect. Expectancy scale includes self-concept/self-esteem and expectan-cies/attributions subscales. Value scale includes interest/value and goal generation subscales. Finally, affect scale includes an unique subscale.

The results suggest that the EEMA-VS have relatively good reliability. The scales seem to be valid given the results of the three exploratory and confirmatory factor analyses. Use of these strategies is examined.