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In two randomized experiments, one conducted online ( n  = 174) and one in the classroom ( n  = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students' intentions to put effort into professional development activities: strength - based SRL strategies (i.e., identifying perceived relative strengths and, subsequently, selecting professional development activities to further improve those strengths) versus deficit - based SRL strategies (i.e., identifying perceived relative shortcomings and, subsequently, selecting professional development activities to improve those shortcomings). Across both studies, analysis of variance revealed that, relative to students who used deficit-based SRL strategies, students who used strength-based SRL strategies were higher in perceived competence, intrinsic motivation, and effort intentions. Moreover, the results of multi-mediator analysis and structural equation modeling supported the hypothesis that the effect of strength-based versus deficit-based SRL strategies on students' effort intentions was sequentially mediated by perceived competence and intrinsic motivation. Implications for the application of self-regulated learning strategies in the context of professional self-development are discussed.

The effects of strength-based versus deficit-based self-regulated learning strategies on students’ effort intentions