Renewing Interest in Effort: Exploring Connections Between Academic Effort Beliefs and Self-Regulation Strategy Use

• In Event: Self-Regulated Learning Processes

Abstract

Academic effort beliefs (AEB) represent students’ thoughts and perceptions about putting forth effort in school. In the present study, we used structural equation modeling to examine the relationship between college students’ AEB at the beginning of a semester and their use of strategies associated with self-regulated learning (SRL), behavioral engagement, and semester GPA. AEB significantly and strongly predicted each strategy and behavior assessed, while weakly predicting GPA. Additional models were tested that added incremental theories of intelligence, epistemic beliefs, and self-efficacy for SRL, respectively, as predictors of each outcome variable, along with AEB. Overwhelmingly, AEB displayed stronger associations than did these other predictors. Findings from this study highlight the importance of college students’ AEB for understanding their engagement with SRL.

Authors

• Ryan Iaconelli, National Center for Education Statistics

• Christopher A. Wolters, The Ohio State University