The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement
Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-re...
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| Format: | Article |
| Language: | English |
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Drustvo Psihologa Srbije
2019-01-01
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| Series: | Psihologija |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0048-5705/2019/0048-57051800027D.pdf |
| _version_ | 1818177154745106432 |
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| author | Džinović Vladimir Đević Rajka Đerić Ivana |
| author_facet | Džinović Vladimir Đević Rajka Đerić Ivana |
| author_sort | Džinović Vladimir |
| collection | DOAJ |
| description | Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research. [Project of the Serbian Ministry of Education, Science and
Technological Development, Grant no. 179034: From Encouraging Initiative,
Cooperation and Creativity in Education to New Roles and Identities in
Society and Grant no. 47008: Improving the Quality and Accessibility of
Education in Modernization Processes in Serbia] |
| first_indexed | 2024-12-11T20:27:35Z |
| format | Article |
| id | doaj.art-68ed3a30aa8a48cfae8c43bf969923d7 |
| institution | Directory Open Access Journal |
| issn | 0048-5705 1451-9283 |
| language | English |
| last_indexed | 2024-12-11T20:27:35Z |
| publishDate | 2019-01-01 |
| publisher | Drustvo Psihologa Srbije |
| record_format | Article |
| series | Psihologija |
| spelling | doaj.art-68ed3a30aa8a48cfae8c43bf969923d72022-12-22T00:51:54ZengDrustvo Psihologa SrbijePsihologija0048-57051451-92832019-01-01521355210.2298/PSI180202027D0048-57051800027DThe role of self-control, self-efficacy, metacognition, and motivation in predicting school achievementDžinović Vladimir0Đević Rajka1Đerić Ivana2Institute for Educational Research, BelgradeInstitute for Educational Research, BelgradeInstitute for Educational Research, BelgradeSelf-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179034: From Encouraging Initiative, Cooperation and Creativity in Education to New Roles and Identities in Society and Grant no. 47008: Improving the Quality and Accessibility of Education in Modernization Processes in Serbia]http://www.doiserbia.nb.rs/img/doi/0048-5705/2019/0048-57051800027D.pdfself-controlself-efficacymetacognitive self-regulationregulatory styles of motivationschool achievement |
| spellingShingle | Džinović Vladimir Đević Rajka Đerić Ivana The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement Psihologija self-control self-efficacy metacognitive self-regulation regulatory styles of motivation school achievement |
| title | The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement |
| title_full | The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement |
| title_fullStr | The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement |
| title_full_unstemmed | The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement |
| title_short | The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement |
| title_sort | role of self control self efficacy metacognition and motivation in predicting school achievement |
| topic | self-control self-efficacy metacognitive self-regulation regulatory styles of motivation school achievement |
| url | http://www.doiserbia.nb.rs/img/doi/0048-5705/2019/0048-57051800027D.pdf |
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