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L  has  been  conducted  to  identify  processes  intervention  in  the self-regulation  learning,  and  to  establish  relations  and  interactions  between  these  processes and academic performance (e.g., Boekaerts & Niemivirta, 2000; Pintrich, 2000; Zimmerman, 2000a).  Although  the  importance  of  self-regulation  learning  has  been  established,  there  has  still been  no  consensus  on  the  definition  of  self-regulation  learning.  According  to  Zimmerman (1986), self-regulation learning is the extent to which the learner is active in taking part in his or  her  process  of  language  learning  in  terms  of  cognition,  motivation  and  behavior. Zimmerman  (1986)  further  explains  that  metacognitively  self-regulated  learners  can  plan, organize,  self-instruct,  self-monitor  and  self-evaluate  at  various  stages  in  their  learning process.  Motivational  self-regulated  learners  perceive  themselves  as  competent self-efficacious  and  autonomous  learners.  Behavioral  self-regulated  learners  select  and establish positive working environments that optimize their learning. Zimmerman and Schunk (1989)  define  self-regulation  learning  as  students’  self-generated  thoughts,  feelings  and actions  oriented  towards  achievements  of  their  goals.
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2.2 Previous studies on motivational regulation strategies 

C.A Wolters, an American professor at Houston University, is the pioneer of conducting the  original  systematic  study  of  motivational  regulation  strategy.  After  investigations  and studies  on  college  students  on  the  base  of  social  cognitive  theory,  he  earliest  proposed  the term motivational regulation strategies.  Motivation regulation strategy refers to the approach used by the individual in action to purposefully and actively affect their motivation. It ultimately influences the students’ ways of processing information, constructing the information or their willingness to continue to work, but does not necessarily means how the student completes the activity.  Different  Chinese  scholars  have  the  following  different  views  on  the  specific  definition of  motivational  regulation  strategy.  The  motivational  regulation  strategy  was  defined  by  Qu Ran (2005) as a presentation of actively monitoring, controlling and regulating of a student’s own  motivation  level  during  the  process  of  learning.  Lai  Meixuan  (2006)  regarded  it  as  the methods  or  strategies  used  by  learners  to  improve  the  individual  value,  expectation  and emot本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。