Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.

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A Cross-Cultural Investigation on Perseverance, Self-Regulated Learning, motivation, and Achievement

10.31219/osf.io/p4dnk ◽

2019 ◽

Author(s):

Kate M. Xu ◽

Anna Rita Cunha-Harvey ◽

Ronnel King ◽

Bjorn de Koning ◽

Fred Paas ◽

...

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Learning Strategies ◽

East Asian ◽

Positive Association ◽

Cross Cultural ◽

Western Countries ◽

Self Regulated Learning ◽

Cultural Research ◽

Regulated Learning

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’ perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

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Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions

School Psychology International ◽

10.1177/0143034320985889 ◽

2021 ◽

pp. 014303432098588

Author(s):

Mengdi Chen ◽

Xinyao Wu

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Secondary Students ◽

Structural Equation ◽

Causal Attribution ◽

Equation Modeling ◽

Future Research ◽

Self Regulated Learning ◽

Mediating Role ◽

Regulated Learning

As a causal attribution, attributing academic success to giftedness might influence students’ academic achievement. According to previous studies, students’ self-regulated learning and negative learning emotions may mediate the association between achievement attribution and academic achievement. Therefore, the present study employed structural equation modeling to examine the association between attributing academic success to giftedness and academic achievement among elementary and secondary students, and included students’ negative learning emotions and self-regulated learning as mediators. The 2018 data from China Family Panel Studies were included in the present study for analysis. Results showed that the full mediation models had satisfactory model fits. After controlling the effects of the covariates, attributing academic success to giftedness had a positive indirect association with their academic achievement, through the mediation of self-regulated learning and negative learning emotions. Based on these findings, possible explanations and suggestions for practices and future research are discussed.

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