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

The results showed a highly significant difference, M #1 = 8.04 ( SD = 1.21) versus M #31 = 2.47 ( SD = 1.79), F (1, 161) = 528.80, p < .001, η 2 = .77), allowing us to conclude that the manipulation was successful.

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In sum, the phase of the self-regulatory process (performance-monitoring versus goal-selection), the level of specificity (global self-esteem versus specific qualities), and the amount of autonomy (externally controlled versus self-development) may be significant moderators of the effects of self-enhancing interventions on students’ efforts.

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