Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree

Pérez-González, Juan Carlos, Filella, Gemma, Soldevila, Anna, Faiad, Yasmine y Sanchez-Ruiz, MariaJose . (2022) Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree. Metacognition and Learning (2022) 17:1141–1165

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Título Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree
Autor(es) Pérez-González, Juan Carlos
Filella, Gemma
Soldevila, Anna
Faiad, Yasmine
Sanchez-Ruiz, MariaJose
Materia(s) Educación
Abstract The study investigated the joint contribution of the self-regulated learning (SRL) and individual differences approaches to the prediction of university students’ grade point av erage (GPA) obtained at three separate time points throughout their degree (3 years). We assessed cognitive (i.e., previous academic performance, cognitive ability, and cognitive SRL strategies) and non-cognitive variables (i.e., personality, trait emotional intelligence, motivation, and non-cognitive SRL strategies) in a sample of Spanish undergraduates. Re sults showed that GPA correlated with previous academic performance (i.e., combination of high school’s GPA and college admission test score), academic self-efficacy, academ ic engagement, SRL strategies, and conscientiousness. Hierarchical regression analyses indicated that non-cognitive factors (i.e., academic engagement, academic self-efficacy, regulation of behavior and context, and conscientiousness) alone explained 17–25% of the variance in GPA across three years, and previous academic performance accounted up to an additional 25% of the variance, jointly reaching an explained variance of up to 50% in GPA. Specifically, academic engagement and regulation of behavior and context demonstrated incremental validity over and above cognitive predictors such as previous academic performance, inductive reasoning and regulation of cognition and metacogni tion. The role of intelligence, whether cognitive or emotional, was not as obvious as a predictor. Two nested structural equation models explained about 27–29% of the variance in a latent GPA factor exclusively from a proxy of a global variable of non-cognitive factors as a latent predictor, which is a novel and promising proof of its robust criterion validity. Implications and recommendations for future studies are discussed.
Palabras clave Academic performance
Conscientiousness
Individual differences
Self-regulated learning
Noncognitive skills
Editor(es) Springer
Fecha 2022
Formato application/pdf
Identificador bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0003
http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0003
DOI - identifier https://doi.org/10.1007/s11409-022-09315-w
ISSN - identifier 1556-1623 eISSN 1556-1631
Nombre de la revista Metacognition and Learning
Número de Volumen 17
Página inicial 1141
Página final 1165
Publicado en la Revista Metacognition and Learning (2022) 17:1141–1165
Idioma eng
Versión de la publicación publishedVersion
Tipo de recurso Article
Derechos de acceso y licencia http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
Tipo de acceso Acceso abierto
Notas adicionales The registered version of this article, first published in Metacognition and Learning is available online at the publisher's website: Springer, https://doi.org/10.1007/s11409-022-09315-w
Notas adicionales La versión registrada de este artículo, publicado por primera vez en Metacognition and Learning , está disponible en línea en el sitio web del editor: Springer, https://doi.org/10.1007/s11409-022-09315-w

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Creado: Mon, 12 Feb 2024, 22:22:45 CET