Do motivational regulation strategies contribute to university students' academic success?
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Do motivational regulation strategies contribute to university students' academic success? / Kryshko, Olena; Fleischer, Jens; Waldeyer, Julia et al.
in: Learning and Individual Differences, Jahrgang 82, 101912, 01.08.2020.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Do motivational regulation strategies contribute to university students' academic success?
AU - Kryshko, Olena
AU - Fleischer, Jens
AU - Waldeyer, Julia
AU - Wirth, Joachim
AU - Leutner, Detlev
N1 - The preparation of this paper was partially supported by grants LE 645/14-1 and LE 645/15-1 from the German Research Foundation (DFG) in the research group “Academic Learning and Study Success in the Entry Phase of Science and Technology Study Programs” (ALSTER; FOR 2242).
PY - 2020/8/1
Y1 - 2020/8/1
N2 - Based on the framework of self-regulated learning, we conducted a cross-sectional and a longitudinal study with university undergraduates (N1 = 249; N2 = 210) to examine the associations of using different motivational regulation strategies and two important aspects of academic success: academic performance and dropout intention. According to the Motivational Regulation Model of Schwinger and Stiensmeier-Pelster (2012), we assumed that motivational regulation strategies will positively predict academic performance and negatively predict dropout intention via increased academic effort. Results of both studies largely supported our assumptions. Furthermore, the overall score of motivational regulation strategies and most specific strategies significantly predicted both examined aspects of academic success after controlling for high school GPA as their major traditional predictor. Thus, our findings replicate and extend previous research on the relevance of motivational regulation strategies in the context of higher education, by highlighting their significant contributions to improving academic performance and reducing dropout intention.
AB - Based on the framework of self-regulated learning, we conducted a cross-sectional and a longitudinal study with university undergraduates (N1 = 249; N2 = 210) to examine the associations of using different motivational regulation strategies and two important aspects of academic success: academic performance and dropout intention. According to the Motivational Regulation Model of Schwinger and Stiensmeier-Pelster (2012), we assumed that motivational regulation strategies will positively predict academic performance and negatively predict dropout intention via increased academic effort. Results of both studies largely supported our assumptions. Furthermore, the overall score of motivational regulation strategies and most specific strategies significantly predicted both examined aspects of academic success after controlling for high school GPA as their major traditional predictor. Thus, our findings replicate and extend previous research on the relevance of motivational regulation strategies in the context of higher education, by highlighting their significant contributions to improving academic performance and reducing dropout intention.
KW - Academic performance
KW - Academic success
KW - Dropout intention
KW - Motivational regulation strategies
KW - Self-regulated learning
KW - Psychology
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85089659750&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2020.101912
DO - 10.1016/j.lindif.2020.101912
M3 - Journal articles
AN - SCOPUS:85089659750
VL - 82
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
M1 - 101912
ER -