A theoretical account of motivated engagement in instructional activities
Control Theory construes engagement with instruction as goal-directed and controlled by a feedback loop [SDT proposes that learners’ goal pursuit can be energized by different Taken together, Control Theory and SDT suggest that, when learners experience high levels of autonomous motivation, they will tend to engage more deeply in an activity (e.g., by using organization and elaboration strategies), monitor their progress regularly (e.g., by using metacognitive monitoring strategies), and demonstrate enhanced knowledge retention.