Self-Regulation and Students Well-Being: A Systematic Review 2010–2020

Rodríguez, Susana; González-Suárez, Rocío; Vieites, Tania; Piñeiro, Isabel; Díaz-Freire, Fátima María

doi:10.3390/su14042346

Cited by 19 publications

(17 citation statements)

References 89 publications

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“…However, fewer studies have analyzed students' procrastination in educational stages prior to the university , despite the importance of this problem in secondary education (Klassen & Kuzucu, 2009;Ozer & Ferrari, 2011) and its close relationship with self-regulated learning (Schraw et al, 2007), a basic competence to develop in this educational stage (Albert, 2017;García-Ros et al, 2018a, Klassens, Krawchuk, & Hannok, 2011 that is closely related to students' academic performance (e.g., Dent & Koenka, 2016;Kitsantas et al, 2008;Pintrich & De Groot, 1990) and well-being (e.g., Litalien et al, 2013;Rodríguez et al, 2022). More specifically, Ozer (2011) showed the relevance of procrastination in secondary education, pointing out that more than half of the students in this educational stage procrastinate frequently, whereas Klassen and Kuzucu (2009) reveal that 83% procrastinate more than one hour per day, especially on postponing studying for exams (38% of students), performing weekly tasks (30%), and turning in work on time (27%).…”

Section: Introductionmentioning

confidence: 99%

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

et al. 2022

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The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain. Path analysis results indicated that the proposed model showed satisfactory fit, with the three dimensions of self-regulated learning significantly predicting the educational outcomes considered, and that procrastination mediated these relationships. Overall, the model is able to predict 9.8% of the variance of academic stress, 23.1% of students wellbeing, and 14% of academic achievement. Moreover, the multi-group routine revealed no moderation effects due to gender, but educational level moderated two relationships, between self-efficacy and academic achievement and between metacognitive strategies and procrastination. Additionally, supplementary models were tested for three specific subjects (Spanish Language, Foreign Language and Mathematics), which showed an improvement in explained variance, being respectively: 29%, 28% and 27%. Results are discussed in light of previous research and in terms of their impact on educational practice.

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Section: Introductionmentioning

confidence: 99%

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

et al. 2022

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“…Furthermore, other authors had demonstrated the positive effect of the sense of belonging on mental well-being [29]- [31]. Likewise, there are prior studies that have documented the relationship between mental well-being and self-regulated learning observed in this study [38]- [41], [45].…”

Section: Discussionsupporting

confidence: 75%

“…Rodríguez et al [38] made a systematic review of the studies that analyzed the relationship between student well-being and self-regulated learning. They found that some self-regulation deficits are significantly associated with different dimensions of student well-being.…”

Section: Relationship Between Sense Of Belonging Sense Of Mattering A...mentioning

confidence: 99%

“…However, it is an open debate how to interpret this relationship. Some authors argue that the correlation between academic self-regulation and well-being would be explained by emotional selfregulation [38]- [41]. Despite the fact that this effect seems hardly debatable, other works have argued that emotional self-regulation requires effort, which is why it operates as a resource that is gradually depleted in the face of the accumulation of self-control demands, producing fatigue [42].…”

Section: Relationship Between Sense Of Belonging Sense Of Mattering A...mentioning

confidence: 99%

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Social ties, mental well-being and academic self-regulation. Exploring effects through Structural Equation Modeling.

Astudillo,

Hilliger,

Baier

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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A long tradition of studies in both psychology and sociology has shown that social ties have positive effects on mental well-being of both the population in general and in educational contexts in particular. Specifically, researchers argue that mental well-being is systematically related to students' academic self-regulation. However, it is not clear how these three constructs are related, and what direct and indirect effects may exist from social ties to academic selfregulation. In the context of engineering education, this question is especially relevant because the literature has documented gaps in the formation of ties of minority social groups -such as women or ethnic groups-which could have effects on their mental well-being and their academic self-regulation. This work proposes a theoretical model in which the sense of belonging and sense of mattering have effects on mental well-being, while mental well-being has effects on students' academic self-regulation. This theoretical model was tested by using structural equation modeling, with data from an online survey applied to 1,872 engineering undergraduate students during the first semester of 2022. The main fit indicators of the model with the empirical data satisfactorily meet the cut-off criteria established (RMSEA=0.041; SRMR=0.038; CFI=0.998; TLI=0.998). The central effects proposed in the resulting theoretical model are statistically significant, both from the sense of belonging and mattering towards mental well-being, and from it towards academic self-regulation. This implies that there is an indirect effect from the sense of belonging towards academic self-regulation.

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“…Upaya untuk mengatasi prokrastinasi akademik selain dengan bantuan teknik konseling CCT, regulasi diri dapat menjadi dorongan yang dapat memancing kemauan untuk menentukan tujuan hidup mengembangkan strategi dan merubah perilaku negativ yang dimunculkan (Faizah & Panduwinata, 2022) et al, 2021). Pendapat tersebut diperkuat oleh Susana Rodriguez dkk bahwa regulasi diri adalah penerapkan progress strategi dengan proses secara bertahap yang bertujuan untuk merubah dan mengevaluasi perilaku yang dimiliki (Rodríguez et al, 2022). Adapun faktor-faktor yang mendorong diri untuk melakukan regulasi diri yakni pertama menyadari dan memberikan penilaian atas perilaku maladaptif yang dilakukan, kedua memberikan reaksi secara efektif dikarenakan stimulus dari luar, ketiga mengobservasi diri dengan cara mencari hal yang menjadi permasalahan dalam diri, selanjutnya menata diri dengan planning tujuan hidup yang lebih positif (Sari & Wuri, 2019).…”

Section: "Ya Aku Manfaatkan Temenku Yang Pinterpinterkak Biar Ngajari...unclassified

Dampak Client Centered Counseling Terhadap Regulasi Diri Siswa Yang Mengalami Prokrastinasi Akademik

Pertiwi

Sa`adah

2022

j.bimbingan dan konseling ar-rahman

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Beranekaragamnya perilaku yang dilakukan siswa pasti memberikan dampak positif atau dampak negatif bagi diri, seperti halnya perilaku prokrastinasi akademik. Prokrastinasi akademik merupakan salah satu tindakan negatif yang dilakukan siswa secara sadar, dengan menunda penyelesaian tugas dengan lebih mengedepankan keinginan atau hal lain sehingga menjadikan kesenjangan dalam waktu. Diantara faktornya, kurang fahamnya siswa terhadap materi mata pelajaran dan pengaruh teman sebaya yang memberikan hasutan untuk mengedepankan keinginan daripada kebutuhan. Salah satu upaya preventif untuk menangani kasus tersebut yakni menyadarkan siswa dengan menerapkan teknik Client Centered Counseling (CCT) dengan tujuan untuk mengasah regulasi diri siswa dengan kasus yang diperbuat. Metode penelitian yang digunakan yakni metode kualitatif dengan jenis deskriptif. Subjek yang diteliti berjumlah 5 siswa yang bertempat di MTs Unggulan Jabal Nur Darussalam. Teknik pengumpulan data menggunakan cara teknik observasi, dan wawancara. Selain itu, analisis data dilakukan dengan cara mereduksi data, penyajian data, menarik kesimpulan. Adapun hasilnya, ada 4 aspek preventif dalam regulasi diri dari beberapa informan yang melakukan prokrastinasi akademik yakni, dengan regulasi kognitif, regulasi waktu, regulasi sosial, dan regulasi motivasi.____________________________________________________________________ The diversity of behavior carried out by students must have a positive or negative impact on themselves, such as academic procrastination behavior. Academic procrastination is one of the negative actions taken by students consciously, by delaying the completion of assignments by prioritizing desires or other things so as to create gaps in time. Among the factors, students' lack of understanding of the subject matter and the influence of peers who provide incitement to prioritize desires rather than needs. One of the preventive measures to handle these cases is to make students aware by applying the Client Centered Counseling (CCT) technique with the aim of sharpening students' self-regulation with the cases they have committed. The research method used is a qualitative method with a descriptive type. The subjects studied were 5 students who were housed at MTs Unggulan Jabal Nur Darussalam. Data collection techniques using observation techniques, and interviews. In addition, data analysis is carried out by reducing data, presenting data, drawing conclusions. As for the results, there are 4 preventive aspects in self-regulation of some informants who carry out academic procrastination, namely, cognitive regulation, time regulation, social regulation, and motivation regulation.

show abstract

Self-Regulation and Students Well-Being: A Systematic Review 2010–2020

Cited by 19 publications

References 89 publications

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

Social ties, mental well-being and academic self-regulation. Exploring effects through Structural Equation Modeling.

Dampak Client Centered Counseling Terhadap Regulasi Diri Siswa Yang Mengalami Prokrastinasi Akademik

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