Nelson, Julie Ann Gdula2014-09-162014-09-162014-07https://hdl.handle.net/11299/165766University of Minnesota Ph.D. dissertation. July 2014. Major: Educational Psychology. Advisor: Dr. Sandra Christenson. 1 computer file (PDF); vi, 113 pages, appendices A-F.The broad purpose of this study was to explore relationships between students' classroom environments, self-regulated learning, and achievement, using survey and microanalytic methodologies to measure motivation and self-regulation. Participants included students from all sections of a high school world history course in a suburban school district in the Upper Midwest, including 315 from AP and 758 from regular sections. The study employed correlational techniques including descriptive statistics, ANOVA, and multiple regression analyses. AP and regular section students did not differ on overall motivation or self-regulation, but AP students reported higher levels of interest in the subject, as well as higher perceived demand and cooperation in the classroom. Significant interaction effects indicated that self-regulatory strategy use had a stronger relationship with achievement for students in regular courses than AP courses and for students who perceived their course as more demanding. Overall perceptions of the classroom environment significantly predicted course achievement, with perceived demand as the strongest predictor. Microanalytic data produced the same conclusions as survey data regarding motivational variables, but results for self-regulatory variables differed. The findings suggest that perceived demand is a crucial classroom characteristic for promoting self-regulatory behavior and achievement. Findings also indicated that motivation to learn should be examined as a multidimensional construct. Future research should continue to develop microanalytic tasks and methods for use in research and practice settings.en-USMicroanalysisMotivationSelf-Regulated LearningThesis or Dissertation