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<p>This study examines metamotivation—the beliefs and processes that allow for flexible regulation of motivational states to achieve desired outcomes. We investigated (1) metamotivational knowledge across grade levels, (2) the cultural and developmental generalizability of the metamotivational knowledge and performance association, (3) the role of the breadth of motivational strategy repertoire and metamotivational knowledge about discerning when to use distinct strategies, and (4) demographic factors contributing to differences in such discernment. Results reveal that middle-to-high school Singapore students generally possess accurate metamotivational knowledge regarding high-level versus low-level construal, with older students scoring higher than younger students. High-level knowledge significantly predicted exam performance. This finding held even when controlling for prior exam scores and strategy repertoire. Notably, there was no significant correlation between students’ strategy discernment and repertoire. Lastly, students from higher-income households exhibited higher knowledge levels, suggesting possible demographic disparities. These findings underscore the critical role of metamotivational knowledge in predicting real-world success.</p>

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Metamotivational knowledge of construal level predicts academic performance

  • 期刊论文

  • 发表日期：

    2025年9月26日

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  • Qiao Kang Teo,
  • Patricia Chen,
  • Kentaro Fujita,
  • Abigail A. Scholer

摘要

This study examines metamotivation—the beliefs and processes that allow for flexible regulation of motivational states to achieve desired outcomes. We investigated (1) metamotivational knowledge across grade levels, (2) the cultural and developmental generalizability of the metamotivational knowledge and performance association, (3) the role of the breadth of motivational strategy repertoire and metamotivational knowledge about discerning when to use distinct strategies, and (4) demographic factors contributing to differences in such discernment. Results reveal that middle-to-high school Singapore students generally possess accurate metamotivational knowledge regarding high-level versus low-level construal, with older students scoring higher than younger students. High-level knowledge significantly predicted exam performance. This finding held even when controlling for prior exam scores and strategy repertoire. Notably, there was no significant correlation between students’ strategy discernment and repertoire. Lastly, students from higher-income households exhibited higher knowledge levels, suggesting possible demographic disparities. These findings underscore the critical role of metamotivational knowledge in predicting real-world success.