Work

The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Year: 2018

Type: article

Abstract: Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

Source: Psihologija

DOI: 10.2298/psi180202027d

Authors: Vladimir Dzinovic, Rajka Djevic, Ivana Djeric

Institution: Institute for Educational Research

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Ministarstvo Prosvete, Nauke i Tehnološkog Razvoja