Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: Does academic self-concept play an interactive role?

• Annette Lohbeck ^[1] ; Barbara Moschner ^[2]
  1. [1] University of Paderborn

     University of Paderborn

     Kreis Paderborn, Alemania

     
  2. [2] Carl Von Ossietzky University of Oldenburg
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 37, Nº 4, 2022, págs. 1217-1236
• Idioma: inglés
• DOI: 10.1007/s10212-021-00583-9
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 4 Citas
• Resumen

  • The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.

• Referencias bibliográficas
  • Anais, M., Hojas, A., Bustos, A., Letelier, C., Zuzulich, M., Cabieses, B., & Zubiaguirre, M. (2012). Motivational and cognitive learning...
  • Blegur, J., Wasak, M. R. P., & Pabala, P. (2018). Students’ academic self-concept: A founding strategy in learning process. The International...
  • Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R. (2010). The structure of academic self-concepts...
  • Chen, B. H., Chiu, W. C., & Wang, C. C. (2015). The relationship among academic self-concept, learning strategies, and academic achievement:...
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling,...
  • Corker, K. S., Donnellan, M. B., & Bowles, R. P. (2013). The development of achievement goals throughout college: Modeling stability and...
  • Craven, R. G., Marsh, H. W., & Debus, R. L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of...
  • Du, M. (2012). A study of the relationship between English self-concept and language learning strategies. Journal of Language Teaching and...
  • Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational...
  • Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive,...
  • Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic...
  • Guo, J., Parker, P. D., Marsh, H. W., & Morin, A. J. S. (2015). Achievement, motivation, and educational choices: A longitudinal study...
  • Henning, M. A., & Shulruf, B. (2011). Academic achievement: Changes in motivational beliefs and self-regulated learning strategies over...
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives....
  • Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners....
  • Kauper, T., Retelsdorf, J., Bauer, J., Rösler, L., Möller, J., Prenzel, M. & Drechsel, B. (2012). PaLea – Panel zum Lehramtsstudium. Skalendokumentation...
  • Kryshko, O., Fleischer, J., Waldeyer, J., Wirth, J., & Leutner, D. (2020). Do motivational regulation strategies contribute to university...
  • Ljubin-Golub, T., Petričević, E., & Rovan, D. (2019). The role of personality in motivational regulation and academic procrastination....
  • Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying...
  • Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of...
  • McInerney, D. M., Cheng, R.W.-Y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect...
  • Muthén, L. K., & Muthén, B. (1998–2021). Mplus user’s guide. Muthén & Muthén.
  • Ning, H. K., & Downing, K. (2015). A latent profile analysis of university students’ self-regulated learning strategies. Studies in Higher...
  • Ommundsen, Y., Haugen, R., & Lund, T. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian...
  • Park, S. (2015). Virtual avatar as an emotional scaffolding strategy to promote interest in online learning environment. In S. Tettegah &...
  • Park, S., & Yun, H. (2017). Relationships between motivational strategies and cognitive learning in distance education courses. Distance...
  • Park, S., & Yun, H. (2018). The influence of motivational regulation strategies on online students’ behavioral, emotional, and cognitive...
  • Park, S., & Lim, J. (2020). Training motivational regulation skills through virtual avatars in online learning. In B. Hokanson, G. Clinton,...
  • Pintrich, P. R., & Garcia, T. (2012). Self-regulated learning in college students: Knowledge, strategies, and motivation. In P. R. Pintrich,...
  • Rodriguez, C. M. (2009). The impact of academic self-concept, expectations, and the choice of learning strategy on academic achievement: The...
  • Schwinger, M., & Stiensmeier-Pelster, J. (2012). Effects of motivational regulation on effort and achievement: A mediation model. International...
  • Schwinger, M., & Otterpohl, N. (2017). Which one works best? Considering the relative importance of motivational regulation strategies....
  • Schwinger, M., von der Laden, T., & Spinath, B. (2007). Strategien zur Motivationsregulation und ihre Erfassung [Motivational regulation...
  • Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management...
  • Smit, K., de Brabander, C.-J., Boekaerts, M., & Martens, R. L. (2017). The self-regulation of motivation: Motivational strategies as mediator...
  • Steuer, G., Engelschalk, T., Eckerlein, N., & Dresel, M. (2019). Assessment and relationships of conditional motivational regulation strategy...
  • Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated...
  • Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern...
  • Valentín, A., Mateos, P. M., González-Tablas, M. M., Pérez, L., López, E., & García, I. (2013). Motivation and learning strategies in...
  • VanderStoep, S. W., & Pintrich, P. R. (2008). Learning to learn: The skill and will of college success (2nd ed.). Prentice Hall.
  • Weinstein, C. E., & Meyer, D. K. (1991). Cognitive learning strategies and college teaching. New Directions for Teaching and Learning,...
  • Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self-regulation and learning strategies. New Directions for Teaching and Learning, 126,...
  • Wild, K.-P., & Schiefele, U. (1994). Lernstrategien im Studium. Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens...
  • Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and...
  • Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation....
  • Yun, H., & Park, S. (2020). Building a structural model of motivational regulation and learning engagement for undergraduate and graduate...
  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies....