Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students

Does academic self-concept play an interactive role

Datos Bibliográficos

ID21490761
AutoresAnnette Lohbeck (0000-0001-7035-1445, Paderborn University, autor de correspondencia), Barbara Moschner (0000-0002-3710-4757, Carl von Ossietzky Universität Oldenburg)
Año2022
Volumen37
Número4
Páginas1217-1236
Fecha de publicación2022-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEuropean Journal of Psychology of Education (JOURNAL)
Identificadores de la revistaISSN: 0256-2928 • E-ISSN: 1878-5174
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10212-021-00583-9
OpenAlexW3213268497
IdiomaEN
Citas recibidas5
Referencias citadas42

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

Academic achievement · Cognition · Cognitive psychology · Educational psychology · Elaboration · Goal Orientation · Humanities · Mathematics education · Self-control · Self-regulated learning · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology