Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management
Studies have demonstrated that learning adaptability has emerged as an important factor for students’ utilization of self-regulated learning for successful learning, but how this association occurred is not clear yet. This study aimed to clarify the mechanism of the relationship between learning ada...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1162072/full |
| _version_ | 1797820492009177088 |
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| author | Chunmei She Qiao Liang Wenjun Jiang Qiang Xing |
| author_facet | Chunmei She Qiao Liang Wenjun Jiang Qiang Xing |
| author_sort | Chunmei She |
| collection | DOAJ |
| description | Studies have demonstrated that learning adaptability has emerged as an important factor for students’ utilization of self-regulated learning for successful learning, but how this association occurred is not clear yet. This study aimed to clarify the mechanism of the relationship between learning adaptability and self-regulated learning by investigating the chain mediating roles of academic motivation and self-management of 787 junior high school students under the “double reduction” background. The results showed that (1) learning adaptability had significant positive effects on junior high school students’ self-regulated learning and (2) academic motivation and self-management played independent and accumulative mediating roles in the relationship between learning adaptability and self-regulated learning. These findings help to understand how to support students in successfully coping with the new challenges brought by educational reform and promote effective adjustment to challenges, including the “double reduction.” The key contribution of this study is to provide new insights into the literature that academic motivation and self-management separately and sequentially mediate the learning adaptability, self-regulated learning links, and learning adaptability is effective driver of self-regulated learning in the population of junior high school students. |
| first_indexed | 2024-03-13T09:39:05Z |
| format | Article |
| id | doaj.art-10c3b3e27f564c72871d5f800aecba2e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-13T09:39:05Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-10c3b3e27f564c72871d5f800aecba2e2023-05-25T04:48:15ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-05-011410.3389/fpsyg.2023.11620721162072Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-managementChunmei SheQiao LiangWenjun JiangQiang XingStudies have demonstrated that learning adaptability has emerged as an important factor for students’ utilization of self-regulated learning for successful learning, but how this association occurred is not clear yet. This study aimed to clarify the mechanism of the relationship between learning adaptability and self-regulated learning by investigating the chain mediating roles of academic motivation and self-management of 787 junior high school students under the “double reduction” background. The results showed that (1) learning adaptability had significant positive effects on junior high school students’ self-regulated learning and (2) academic motivation and self-management played independent and accumulative mediating roles in the relationship between learning adaptability and self-regulated learning. These findings help to understand how to support students in successfully coping with the new challenges brought by educational reform and promote effective adjustment to challenges, including the “double reduction.” The key contribution of this study is to provide new insights into the literature that academic motivation and self-management separately and sequentially mediate the learning adaptability, self-regulated learning links, and learning adaptability is effective driver of self-regulated learning in the population of junior high school students.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1162072/fulllearning adaptabilityself-managementself-regulated learning“double reduction”academic motivation |
| spellingShingle | Chunmei She Qiao Liang Wenjun Jiang Qiang Xing Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management Frontiers in Psychology learning adaptability self-management self-regulated learning “double reduction” academic motivation |
| title | Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management |
| title_full | Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management |
| title_fullStr | Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management |
| title_full_unstemmed | Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management |
| title_short | Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management |
| title_sort | learning adaptability facilitates self regulated learning at school the chain mediating roles of academic motivation and self management |
| topic | learning adaptability self-management self-regulated learning “double reduction” academic motivation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1162072/full |
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