Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 6 |
Descriptor
| Self Control | 6 |
| Questionnaires | 5 |
| Academic Achievement | 4 |
| Emotional Response | 4 |
| Learning Strategies | 4 |
| Metacognition | 4 |
| Undergraduate Students | 4 |
| Cognitive Processes | 3 |
| Correlation | 3 |
| Models | 3 |
| Multiple Regression Analysis | 3 |
| More ▼ | |
Source
| AERA Open | 1 |
| British Journal of… | 1 |
| Canadian Journal of School… | 1 |
| Educational Studies | 1 |
| Journal of Educational… | 1 |
| Journal of Educational… | 1 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 6 |
| Postsecondary Education | 4 |
| Secondary Education | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| High Schools | 1 |
Audience
Location
| Austria | 1 |
| Germany | 1 |
| Latvia | 1 |
| Philippines | 1 |
| Switzerland | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Motivated Strategies for… | 6 |
What Works Clearinghouse Rating
Peer reviewed
Download full textOpelt, Felicitas; Schwinger, Malte – AERA Open, 2020
Based on Boekaerts' dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic…
Descriptors: Correlation, Personality Traits, Self Management, Learning Strategies
Direct linkFeldt, Ronald; Lindley, Kyla; Louison, Rebecca; Roe, Allison; Timm, Megan; Utinkova, Nikola – Canadian Journal of School Psychology, 2015
The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processes (CAP), Emotion-Focusing Processes (EFP), Task-Focusing Processes (TFP), and Regaining Task-Focusing Processes (RTFP). The study examined the factor…
Descriptors: Self Control, Test Anxiety, Metacognition, Factor Structure
Muenks, Katherine; Wigfield, Allan; Yang, Ji Seung; O'Neal, Colleen R. – Journal of Educational Psychology, 2017
Duckworth, Peterson, Matthews, and Kelly (2007) defined "grit" as one's passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a)…
Descriptors: High School Students, College Students, Metacognition, Item Response Theory
Holland, Denise D.; Piper, Randy T. – Journal of Educational Computing Research, 2016
The technology integration education model is a 12 construct model that includes 8 primary constructs and 4 moderator constructs. By testing the relationships among two primary constructs (motivation and technological, pedagogical, and content knowledge competencies) and four moderator constructs (goals, feedback, task value, and self-regulation),…
Descriptors: Technology Integration, Preservice Teachers, Models, Objectives
Villavicencio, Felicidad T.; Bernardo, Allan B. I. – British Journal of Educational Psychology, 2013
Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…
Descriptors: Academic Achievement, Correlation, Questionnaires, Emotional Response
Bakracevic Vukman, Karin; Licardo, Marta – Educational Studies, 2010
This contribution aims to examine how different areas of self-regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14-15, 17-18 and 22-23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self-regulation,…
Descriptors: Age Differences, Academic Achievement, Young Adults, Student Motivation
