TY - JOUR

T1 - Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates

T2 - The mediating role of study motivation

AU - Kryshko, Olena

AU - Fleischer, Jens

AU - Grunschel, Carola

AU - Leutner, Detlev

PY - 2022/1/1

Y1 - 2022/1/1

N2 - As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the potential underlying mechanisms in terms of the expectancy, value, and cost components of motivation, controlling for relevant covariates. Results of two studies with STEM undergraduates (N1 = 209; N2 = 169) consistently revealed self-efficacy for motivational regulation as a positive predictor of satisfaction with study content and satisfaction with coping with study-related stress, indicating the presence of indirect effects, which varied across the two satisfaction dimensions. Results regarding satisfaction with study conditions were, however, not consistent. Overall, our findings underline self-efficacy for motivational regulation as an important yet overlooked constituent of an effective motivational regulation process contributing to academic satisfaction in higher education.

AB - As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the potential underlying mechanisms in terms of the expectancy, value, and cost components of motivation, controlling for relevant covariates. Results of two studies with STEM undergraduates (N1 = 209; N2 = 169) consistently revealed self-efficacy for motivational regulation as a positive predictor of satisfaction with study content and satisfaction with coping with study-related stress, indicating the presence of indirect effects, which varied across the two satisfaction dimensions. Results regarding satisfaction with study conditions were, however, not consistent. Overall, our findings underline self-efficacy for motivational regulation as an important yet overlooked constituent of an effective motivational regulation process contributing to academic satisfaction in higher education.

KW - Expectancy-Value-Cost (EVC) model of motivation

KW - Satisfaction with academic studies

KW - Self-efficacy for motivational regulation

KW - Self-regulated learning

KW - STEM undergraduates' academic success

KW - Educational science

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85119319930&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/21e04d6f-4ce9-37e3-b19d-e6f62fd6f30e/

U2 - 10.1016/j.lindif.2021.102096

DO - 10.1016/j.lindif.2021.102096

M3 - Journal articles

AN - SCOPUS:85119319930

VL - 93

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

M1 - 102096

ER -