Academic Self-Regulation as a Motivational Mediator to Explain Secondary Students’ Achievement

• In Event: Poster Session 5
  In Poster Session: Motivational Processes Related to Goals, Emotions, Interest, and Self-Regulation

Abstract

We examined the role of academic self-regulation as a motivational mediator to explain students’ level of academic achievement. To overcome the limitations of existing academic self-regulation scales, we developed (Study 1) and validated (Study 2) a new 8-item academic self-regulation scale that included items assessing the four theory-based self-regulatory processes of planning, monitoring, implementing, and reflecting (e.g., adjusting one’s academic goals) while it simultaneously excluded items assessing specific learning strategies. In Study 3, we showed both the theoretical importance of the academic self-regulation construct and the practical utility of the new scale by showing scores produced by the newly developed scale fully mediated and explained the relations between secondary students’ academic goals and their course-specific academic achievement.

Authors

• Woogul Lee, Korea University

• Sun Hee Back, Korea University

• Sungjun Won, The Ohio State University

• Johnmarshall Reeve, Korea University

• Sung-Il Kim, Korea University

• Mimi Bong, Korea University