Interaction of identified, integrated, and introjected regulation with motivation

For several years now, intense studies have been made about self-regulation as well as intrinsic and extrinsic types of motivation; the distinction between them has shed important light on both developmental and educational practices. Interaction is a process through which extrinsically motivated behaviors become more self-regulated. In the same way, interaction specifies the social contextual conditions that support intrinsic motivation and facilitate extrinsically motivated tasks. Learning is the acquisition of some symbolic representation that serves as guide for future behavior. Self-regulated behavior is triggered by motivation in the natural human propensity to learn and assimilate information. In this paper, the researcher attempted to explore how identified, integrated, and introjected regulation remains important constructs that relate itself to motivation. The researcher used the descriptive method of research with questionnaire as the main instrument for gathering data. To explore the crucial interaction between self-regulation on student learning and motivation, the researcher used the Pearson r; data were treated using the SPSS version 19. Findings of this study were summarized that there is a significant relationship between participants’ regulation to their academic performance in Principles of Teaching 2, thus the null hypothesis is rejected.