College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

Kitsantas, Anastasia; Zimmerman, Barry J.

doi:10.1007/s11409-008-9028-y

Cited by 134 publications

(114 citation statements)

References 24 publications

(38 reference statements)

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“…This contradicts other investigations in which the relationship between self-efficacy and performance-approach goals was found to be positive (Midgley & Urdan, 1995;Wolters et al, 1996). Earlier research has indicated that self-efficacy has a stronger effect on academic performance than other motivational variables, such as self-regulation (Kitsantas & Zimmerman, 2009;Pintrich & De Groot, 1990;Pintrich & Schunk, 1996. Research has also indicated that self-efficacy has significant influence on self management behaviors and self-regulated learning processes, such as self-observation, self-judgment and self-reaction (Dembo, 2000;Pintrish & Schunk, 2002;Schunk, 1990Schunk, , 1994Schunk, , 2001.…”

Section: Introductionmentioning

confidence: 78%

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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The purpose of this study was to illustrate the relationship between self-efficacy, task value, goal orientations, metacognitive self-regulation, self-regulation and learning strategies and to investigate the unique contribution of each on the variability in students' total scores of 12 exams. Our study revealed that students' self-efficacy, task-value, self-regulation, and elaboration are significantly positively correlated with total scores. Path analysis demonstrated that self-efficacy was the strongest predictor of total score and positively predicted mastery goals, but negatively predicted avoidant goals. The study reveals positive direct effect of mastery goals on metacognitive self-regulation. In addition, positive direct effects of metacognitive self-regulation on deep learning strategies and on self-regulatory strategies are found. However, some expected direct effects were not represented with significant parameters in the model. Performance-approach goals were not a significant predictor of other variables in the model. Also, there were no significant direct effects of mastery goals nor metacognitive self-regulation and deep learning strategies on total scores which were discussed here.

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Section: Introductionmentioning

confidence: 78%

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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“…High self-regulated learners perform better than students with worse self-regulatory learning behavior Dresel & Haugwitz, 2008). Moreover, students self-regulate, at the metacognitive, motivational, and behavioral levels, while they take an active role in their learning process (Dignath & Büttner, 2008;Glenn, 2010;Kitsantas & Zimmerman, 2009;Rosman, Mayer, & Krampen, 2015;Zimmerman & Labuhn, 2012). Thus, one aspect of self-regulated learning involves determination, since students must also be determined to use their cognitive and metacognitive strategies (Bilde, Vansteenkiste, & Lens, 2011).…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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“…Higher levels of self-efficacy are found to be related with students' achievement levels, [1], [5], [24], [27], [28], [33], [34], [35], [36], [37], [41], [42], [43], [44], [49], [50], [51], [53], [66], [71], [73]. It was also proposed that self-efficacy is a strong predictor of students' higher achievement, [8], [37], [41], [42], [46].…”

Section: Self-efficacymentioning

confidence: 99%

Affective variables as predictors of biology achievement: A study on 11^thgrade students

Alpmen¹

2016

SHS Web of Conferences

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Abstract. The purpose of this study was to examine the contribution of the gender, self-efficacy beliefs, task value, and learning strategies to the 11th grade students' biology achievement. A total of 1035 students from different high schools in Yenimahalle and Çankaya districts of Ankara participated in the study. The Motivated Strategies for Learning Questionnaire [21], (MSLQ) and Biology Achievement Test (BAT) were used to collect data. Results of the the simultaneous multiple regression analysis indicated that 11th grade students' gender, task values, selfefficacies and elaboration learning strategies were statistically significant predictors of their Biology achievement; whereas rehearsal and organization learning strategies were not.

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College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

Cited by 134 publications

References 24 publications

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Affective variables as predictors of biology achievement: A study on 11^thgrade students

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College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

Cited by 134 publications

References 24 publications

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Affective variables as predictors of biology achievement: A study on 11thgrade students

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Affective variables as predictors of biology achievement: A study on 11^thgrade students