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 -