Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement

Abstract

名古屋大学Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement This study examined relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strategies. A self-reported survey was administered to 199 undergraduates from four universities, and an examination was conducted three months after the survey. Path analysis showed that use of metacognitive strategies was positively correlated with test scores, mainly through behavioral engagement. Moreover, use of autonomous regulation strategies was positively correlated with emotional engagement. Emotional engagement was positively correlated with test scores via behavioral engagement. On the other hand, use of performance strategies was negatively correlated with emotional engagement. Use of cooperative strategies was not correlated with engagement. These results indicate that each regulation strategy has a different function in learning, and that engagement mediates the relationships between various regulation strategies and academic achievement.

Behavioral and Emotional Factors Identifying Dental Students’ Academic Performance and Depression Tendency in Japan

“…This result was inconsistent with that of previous research showing a different underlying mechanism among these three variables, indicating a link from emotion to behavior, which then affected academic performance (Umemoto, Ito, & Tanaka, 2016). Previous research found that behavioral engagement directly influenced academic performance, while emotional engagement was indirectly related to academic performance through behavior, especially among general students at a four-year college than dental students at a six-year college in Japan.…”

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

“…In addition to the effects shown thus far, metacognitive strategies have also been shown to enhance general learning behaviors [13][14][15]. As metacognitive strategies involve individuals' learning processes, they foster general learning behaviors, such as effort, persistence, and behavioral engagement [13,14].…”

“…First, metacognitive strategies enhanced behavioral engagement and persistence, mediated by self-efficacy. Past research has long shown the relationships between metacognitive strategies and general learning behaviors [13][14][15][16]. However, the mechanism through which the strategy use promotes general learning behaviors was not sufficiently understood.…”

More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents’ Ability Mindsets, Metacognitive Skills, and Math Engagement

“…If students have an adequate metacognitive skillset, they should be more likely to direct their learning and engagement in math. Some studies have supported this link, as metacognitive skills have been positively associated with performance in an undergraduate psychology course through behavioral engagement (Umemoto, Ito, & Tanaka, 2016). Whether this pattern exists in math for adolescent students (i.e., students whose metacognitive skills are still developing, Veenman, Van Hout-Wolters, & Afflerbach, 2006) remains an unanswered question.…”