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

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dc.contributor.authorPérez González, Juan Carlos
dc.contributor.authorFilella, Gemma
dc.contributor.authorSoldevila, Anna
dc.contributor.authorFaiad, Yasmine
dc.contributor.authorSanchez Ruiz, MariaJose
dc.contributor.orcidhttps://orcid.org/0000-0003-4014-8010
dc.date.accessioned2025-02-03T10:14:41Z
dc.date.available2025-02-03T10:14:41Z
dc.date.issued2022-09-10
dc.descriptionThe 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
dc.descriptionLa 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
dc.description.abstractThe 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.en
dc.description.versionversión publicada
dc.identifier.citationPérez-González, J.-C., Filella, G., Soldevila, A., Faiad, Y., & Sanchez-Ruiz, M.-J. (2022). Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree. Metacognition and Learning, 17(3), 1141-1165. https://doi.org/10.1007/s11409-022-09315-w
dc.identifier.doihttps://doi.org/10.1007/s11409-022-09315-w
dc.identifier.issn1556-1623 eISSN 1556-1631
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25788
dc.journal.titleMetacognition and Learning
dc.journal.volume17
dc.language.isoen
dc.page.final1165
dc.page.initial1141
dc.publisherSpringer
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsAcademic performanceen
dc.subject.keywordsConscientiousnessen
dc.subject.keywordsIndividual differencesen
dc.subject.keywordsSelf-regulated learningen
dc.subject.keywordsNoncognitive skillsen
dc.titleIntegrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degreeen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication4e68c35a-c79e-44cd-8efb-99bec46ae2e8
relation.isAuthorOfPublication.latestForDiscovery4e68c35a-c79e-44cd-8efb-99bec46ae2e8
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